GENDER DEA-PUPILS’ SEXUAL AND GENDER IDENTITIES Flashcards
(6 cards)
1-DOUBLE STANDARDS-WHAT IS THIS? AND WHAT DOES SLEE SAY ABOUT IT?
-double standards- applying one set of moral standards to one group but a different set to another group
-SLEE- double standard of sexual morality- sexual conquest is approved of and given status by male peers and ignored by male teachers but promiscuity among girls attracts negative labels and leads to girls feeling ashamed/scared of expressing sexuality
2-VERBAL ABUSE-WHICH SOCIOLOGISTS TALK ABOUT THIS?
-CONNELL- verbal abuse is one of the ways that dominant gender and sexual identities are reinforced e.g,LEE found that boys called girls ‘slags’ if they appeared sexually available and ‘drags’ if they didn’t
-PAECHTER- sees name-calling as a way to maintain male power and the use of words like ‘gay’ and ‘queer’ are ways that pupils police each others sexual identity
- name- calling reinforces gender norms
3-THE MALE GAZE - WHAT DOES THIS MEAN. AND WHAT DOES MAC AN GHAIL SAY ABOUT IT?
-male gaze- the way male pupils and teachers look girls up and down, seeing them as sexual objects and making judgements about their appearance
-MAC AN GHAIL-sees the male gaze as a form of surveillance through which dominant heterosexual masculinity is reinforced and femininity devalued
- it is one of the ways that boys prove their masculinity to friends and is often combined with telling of stories about sexual conquests
-boys who do not display their heterosexuality in this way risk being labelled gay
4- MALE PEER GROUPS- WHICH SOCIOLOGISTS TALK ABOUT THIS?
EPSTEIN- male peer groups use verbal abuse to reinforce their definitions of masculinity, boys in anti-school subculture often accuse boys who do well at school,of being gay
MAC AN GHAIL- peer groups reproduce a range of different class-based masculine gender identities e.g the WC ‘Macho lads’ were dismissive of other WC boys who worked hard and aspired to MC careers.By contrast, MC ‘real Englishmen’ projected an image of effortless achievement
5-FEMALE PEER GROUPS- WHICH SOCIOLOGISTS TALK ABOUT THIS AND WHAT DO THEY DAY?
-ARCHER- WC girls gain symbolic capital(status+ popularity) by performing a hyper sexual feminine identity, this involves building a sexy or glamorous ‘Nike’ appearance. Female peers police this identity and and girls risk making themselves unpopular if they don’t conform to it.
-RINGROSE- as girls transition from friendship culture to dating culture they faced tension between an idealised feminine identity of showing loyalty to the female peer group, getting along and being non- competitive and a sexualised identity that involved competing for boys in dating culture
-CURRIE ET AL- while relationships with boys can give symbolic capital, it is risky as girls who are too competitive risk slut shaming and being excluded from friendship culture and on the other hand, girls who don’t compete for boys may face frigid shaming
- shaming is a social control device by which school girls police, discipline each others identity
-REAY- girls who want to succeed educationally may feel the need to the schools idea of the ideal feminine pupil identity this involved the girls having to present themselves as uninterested in boyfriends or popular fashion and as a result they risk being excluded by girls instead of boys
6-TEACHERS AND DISCIPLINE-TEACHERS PLAY A PART IN THE REINFORCEMENT OF DOMINANT DEFINITIONS OF GENDER IDENTITY- WHICH SOCIOLOGISTS TALK ABOUT THIS AND WHAT DO THEY SAY?
-HAYWOOD+MAC AN GHAIL- found that male teachers told boys off for behaving like girls and teased them when they gained lower marks than girls.Teachers tended to ignore boys’ verbal abuse of girls and even blamed girls for attracting it
-ROSS-male teachers’ behaviour can subtly reinforce messages about gender. They often have a protective attitude towards female colleagues. Coming into classes to ‘rescue’ them by threatening pupils who are being disruptive however this reinforces the idea that women cannot cope alone
