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SOCIOLOGY: GENDER - SUBJECT CHOICE - Coggle Diagram
SOCIOLOGY: GENDER - SUBJECT CHOICE
GENDER ROLE SOCIALISATION
norman
: boys and girls are dressed differently, given different toys (canalisation) and encouraged to take part in different activities
schools have a significant role: teachers encourage boys to be tough, show initiative and not be weak, but girls are expected to be quiet, helpful, clean and tidy
murphy and elwood
: boys read hobby books/ information text, while girls read stories about people
browne and ross
: children's beliefs about 'gender domains' are shaped by early experiences/ expectation of adults
'gender domains': tasks/ activities that are seen as either male or female territory, so are relevant based on gender
children are more confident when engaging in tasks they see as part of their own gender
GENDERED SUBJECT CHOICES
kelly
: science is seen as a boys subject as...
... science teachers are more likely to be men
... examples used draw on boys' interests and less on girls' interests
... boys dominate apparatus and laboratory, as if it is 'theirs'
colley
: computer science is seen as a boys subject as...
... it involves working w/ machines (male gender domain)
... it's off-putting for females; tasks are abstract, and there are few opportunities for groupwork, which girls favour
pupils attending single-sex schools hold less stereotyped subject images/ make less traditional subject choice
leonard
: those in girls' school were more likely to take stem subjects, while those in boys' schools were more likely to take english/ languages
girls were more likely to go for male-dominated subjects at uni
also found perceptions of physics are formed out and inside the classroom
GENDER IDENTITY AND PEER PRESSURE
may apply pressure to a pupil if they disapprove of another's choice
activities that are done and fall outside of a gender domain attract negative responses
paechter
: pupils see sports as mainly within the male gender domain, girls who are 'sporty' have to cope with an image that contradicts conventional female stereotype
absence of peer pressure from opposite sex may explain why girls in single-sex schools are more likely to pick traditionally male subjects
there is less pressure for girls to conform to restrictive stereotypes of what subjects they do
GENDERED CAREER OPPORTUNITIES
employment is highly gendered; women's jobs are often similar to housewife tasks, and careers are usually concentrated into a narrow range
falls into four categories: clerical, secretarial, personal services and others (e.g. cleaning)
'sex-typing' affects boys' + girls' ideas of what jobs are possible/ acceptable
it shows why vocational courses are more gender-specific than academic courses
w/c pupils particularly may make decisions on vocational courses that are based on traditional sense of gender identitiy
fuller
: most w/c girls had ambitions to go into jobs like chilcare, hair or beauty, reflecting the w/c habitus
could come from work exp., which are often gendered/ classes
fuller
: placements in feminine, w/c jobs where overwhelmingly the norm
fuller
concluded school was implicitly steering girls towards certain types of jobs