EDUCATION - Gender - Gender and sexual identities Flashcards
What does education dos to gender identities
- What specifically does it change / influence
- Reinforces it
- What the pupil feels is appropriate behaviour, looks, attitudes
What are the ways in which education influences gender identities (6)
- Double standards
- Verbal abuse
- The male gaze
- Male peer groups
- Female peer groups
- Teachers and discipline
- Double standards
- What did lees find about double standards
- Why did this happen
- What do feminists say about this situation
LEES: Double standards sexual morality - boys boast about their sexual exploits, but call a girl names if she doesn’t have a bf
WHY: Males attract a status for this, but girls attract negative labels for this
FEMINISTS: Example of patriarchy ideology, justifying male power over women
- Verbal abuse
- What does Connell famous phrase say about verbal abuse
- What does Paetcher say about this
CONNELL: Reinforcement of identities created by a ‘rich vocabulary of abuse’ E.g. boys name calling girls
PAETCHER: Negative labels like gay, queer is a way peers police sexual identities and its a way to shape identity and maintain male power
- The male gaze
- What does Mac An Ghaill say about this. What is it?
- Thus, whats identities are being reinforced
- What do boys risk if they fail to comply to this
MAC AN GHAILL: Is a visual way pupils control identities - male pupils and teachers look girls up and down as sexual objects and make judgements about their appearance
IDENTITY: A dominant heterosexual masculinity is reinforced and femininity is devalued
RISK: If they dont behave this way and prove their masculinity, they may be called gay
- Male peer groups
- What does Epstein and Willis’ studies show about male peer groups
- Mac An Ghaill: Study of Parnell school - What did he find
What specifically were there groups called and what were they like
- What did Redman + Mac An Ghaill find out about these gender identities
What does this thus show about gender identities and attitudes
EPSTEIN + WILLIS: Anti-sub school culture studies show accusations to boys who want to do well, calling them gay - again reinforces their masculinity
MAC AN GHAILL: peer groups reproduce different class based masculine gender identities
GROUPS: ‘Macho lads’ = WC who were dismissive of other WC but aimed for MC careers
‘Real Englishmen’ - MC who had an image of effortless achievement
REDMAN + MAC AN GHAILL: Masculine identity definition changes from macho lads in lower school to real Englishmen in 6th form
WHAT: A shift away from WC definition bases on toughness to a MC one of intellectual ability
- Female peer groups
- What does archer say about WC girls and female peer groups - What do they risk if they do not do this
Ringrose
- What study did she conduct, and what was her overall findings
- What tension was found between female peer groups then / tensions within cultures
ARCHER: WC girls gain a symbolic capital from a hyper-heterosexual feminine identity - otherwise they risk being called a tramp
RINGROSE
- STUDY: 13 - 14 WC girls - Found being popular was important to their identity
- TENSION: From transitioning from friendship culture Ott heterosexual dating culture - an idealised feminine identity (loyalty to the group) and a sexualised identity (competing for boys)
- Female peer groups. 2
- What did currie et al argue
- What was the conclusion from this
CURRIE ET AL:
Relationships with boys may cause symbolic capital but also risks girls as they are having to balance 2 identities:
1. girls who are too competitive = risk being called sluts
2. girls who don’t compete = face frigid shaming by others
CONCLUSION: Shaming is a social control device to discipline others identities
- Female peer groups. 3
- What is a boffin identity
- What does Reay say this causes
What does this then risk for girls
- What does Francis say about MC girls and how they respond to this
BOFFIN IDENTITY: Girls who want to be educationally successful but feel the need too conform to schools notions of the ideal feminine pupil
REAY: This identity caused girls to perform asexual, lacking interest in boyfriends or popular fashion behaviour
- Risk of Boffin labels and excluded by girls (and boys0
FRANCIS: MC female boffins may respond by defining WC girls as chavs
- Teachers and discipline
- What does Haywood + Mac An Ghaill say about male teachers and their responses and behaviour towards boys and girls
- What does Askey + Ross argue about male teachers
- How do they do this
HAYWOOD + MAC AN GHAILL: Male teachers told boys off for behaving like girls + teased them when they got lower marks than girls
- Teachers ignored boys’ verbal abuse of girls and blamed them for attracting it
ASKEY + ROSS: The behaviour of male teachers can reinforce subtle messages about gender
HOW: They are often protective of female colleagues, rescuing them from disruptive pupils = reinforcing the idea women cant cope alone
