Gender and subject choice: Gender identity and schools Flashcards
Ann Oakley (1973)
uses term “canalisation” referring to the way that girls and boys are ‘channelled’ down different gender routes
> girls learnt to be ‘feminine’ and boys learnt to be ‘masculine’ - this influences the subjects they will go on to choose
> girls are likely to play with dolls and kitchen equipment therefore thye may choose “health and social care”\
> boys tend to choose “design technology” as they are introduced to toys creativity and construction etc.
> Oakley thinks we should fight this early form “gender identity”
EVAL - research was done in the 1970s, there has been a shift in attitudes etc.
Anne Colley
looked at the image that the subject “computer science” gives off.
> claims that it is a masculine subject as it involves working with machines (male gender domain) - therefore off-putting to females.
> computer science offers very minimal chances for group work, which girls prefer.
> subjects like science are a disadvantage for girls as boys dominate practical equipment and girls are expected to put it away!
EVAL - subjects have worked hard over the years to re-brand and appear more gender neutral - food technology is now called home economics for example.
Martin Mac an Ghaill (1996)
found that working class “macho lads” were dismissive of boys who worked hard.
> there are visual ways in which pupils attempt to control each other’s identities - this is called the “male gaze” - males look girls up and down and see them as sexual objects.
> time with friends involves re-telling stories about sexual conquests - boys who don’t risk being called ‘gay’
> subjects help people to avoid this label, many take traditional ‘male’ subjects to prove themselves worthy of ‘hard man’ status.
gendered career opportunities
jobs remain very ‘gendered’ according to sociologists e.g. cabin crew, nursing and secretarial work form part of female ‘gender domain’
> managerial forms of work are more of the male ‘gender domain’
EVAL - government laws are now tough on companies that try to discriminate based on gender
judging sexual behaviour
research shows that boys in secondary school often police each other sexual behaviour, seeing sexual behaviour with girls as desirable.
> boys often boast about how many people they have slept with
> boys are tolerant of each others sexual conquests
> girls who are known to have many sexual partners are labelled ‘slags’ and ‘sluts’
> this negativity is seen by feminists as an attempt to control girls, keeping their sexual behaviour under close guard.
anti-school subculture
research shows that boys recognise in each other the same negative attitudes towards school and then form subcultures.
> a desire to appear working class and to model behaviours of “Black gangsta life” encourages boys to reject education and ‘play the part’
> in sixth form, ‘machoism’ is replaced with a desire to show “effortless achievement”
boys, teacher and discipline
research shows that teach enforce male gender identities at school.
> male teachers poke fun and have banter with boys in their classes.
> teachers have lower expectations of what quality of work boys produce and are willing to accept it.
> this helps reinforce the ‘macho’ lad many boys aspire to be.
>
female peer groups
research shows that girls police each others behaviour too.
> feminists comment on short skirts, make-up and beautiful appearance to attract attention of boy groups.
> this bring self status and respect.
> having a boyfriend is desirable in female peer groups and brings a degree of respect - especially if he drives and has left school.
> most academic girls are seen as ‘geeks’
Carolyn Jackson (2006)
Jackson used interviews and questionnaire responses with 203 pupils and 30 teachers across 8 schools in the north of England to explore how gender identity is formed and shaped.
> she found that their is evidence in 21st century schools of girls actively desiring to model their behaviours and attitudes of ‘laddish’ behaviour which is being loud and disruptive.
> Jackson notes ‘being cool’ is not about gaining popularity, a deliberate rejection of school values is often a means of ‘cushioning failure and underachievement’
> an active rejection of school helped coping with failure, instead of trying hard and stressing and still failing.
