Gender Identity Flashcards
Parsons (1950s) FUNCTIONALIST
developed the concept of sex-role differentiation, went some way in supporting the biological determinist argument. Suggests genders are socialised into taking on different roles. men = instrumental, women = expressive
Stanley and Wise (2002)
says gender is socially constructed. they argue biological makeup (male/female) amy not lead to masculine/ feminine behaviours, such as aggression or caring
Blackman (1995) FEMALES
lower middle class and working class New Wave Girls in a secondary school were a highly visible group. They used their sexuality to challenge male culture, subordinate/ passive identity and the traditional ways girls should behave e.g. being quite, demure and submissive.
Jackson (2006b) FEMALES
study on Lads and Ladettes, describes normative femininity (the view that there is a socially acceptable way for women and girls to dress and act).
McRobbie (2007) FEMALES
suggests that some aspects of female subcultural behaviour is more rage against than resistance to the current expectations placed upon girls.
Archer (2003a) MALES
suggests to talk of one homogenous hegemonic masculinity hides the range of experiences and behaviours of what it means to be a ‘man’ in the contemporary UK.
Nayak (2006) MALES
argues that in the 1950s and 1960s working class males had ‘body capital’, seen as male breadwinners, did hard physical jobs and as a result were able to opt out of domestic duties
Willis (1977) MALES
group of 12 lads ‘learning to labour’, for them school was a place to ‘have a law’, doing as little work as possible and disrupting lessons.
Jackson (2006) MALES
the reason for the adoption of the laddish behaviour in her study was down to fear of academic failure resulting in defensive laddish behaviour.
Burdsey (2004) MALES
research on young Asain footballers, found ‘fitting in’ was important in deciding when they would ‘drop’ and hide their Asian identity.
Connell MALES
Apart form normative and hegemonic masculinity, identifies 3 others:
- complicit masculinity = new men, shared role in family
- marginalised masculinity = changing nature of labour market over last 40 years lead to, sense of loss of manual work, unemployed
- subordinate masculinity = gay men behaving differently to expectations of dominant hegemonic masculinity.
Seidler (2006)
argues young males growing up in the 1950s knew what it meant to be male. They would do what their parents did, get married, have children and follow their fathers footsteps.
Oakley (1970s) - Family
Gender shaped by:
- verbal appellations = ‘brave little solider’, ‘little princess’
- different activities/ accepted behaviours = boys don’t cry
- canalisation of media = Bratz dolls directed at girls, Bob the Builder/ cars directed at boys
- manipulation = clothes given by parents, girls in dresses/ ribbons/ handbags, boys in waistcoats/ superhero coats/ guns
Mitchell and Green (2002) - Family
found evidence of mother- daughter bond being strong in WC women they interviewed, especially after the daughter had a baby.
Frosh et al. (2002) - Family
found when boys talked about their parents they described their mothers as sensitive and emotionally closer than their more distanced and detached fathers.
Gauntlett (2002) - Media
argues that magazines give advice on how to be attractive in relation to gender.
Gill and Herdieckerhoff (2006) - Media
argue that chick lit, mum lit, dad lit and lad lit encourages women that the body is a key source of identity
Storey (2003) - Media
claims the early rock and roll music of Elvis Presley and Buddy Holly encourages aggressive masculinity, portraying a tough response to a somewhat uncaring world, eminem is the modern day example.
Lees (1986) - Peers
said males are able to control females with their use of derogatory language
Archer (2003b) - Peers
some muslim boys subverted notions of hegemonic masculinity when they were with their peers and replaced them with more distinct, racialised masculinities
Blackman (1998) - Education
study ‘Poxy Cupid’ New Wave Girls, found they challenge sexism wherever they observed it, they engaged in behaviour to frighten off the most misogynist boys and teachers
Kehily et al. (2001) - Education
found in primary schools sex gender relationships were articulated via friendship groups.
Frosh et al (2002) - Education
found that boys who valued academic success and were committed to work were seen as more feminine, whereas those who were more anti-school/ anti-education and oppositional culture, wanted to have a laugh were seen as more traditional hegemonic males.
Butler (1995) - Religion
young Asian women researched in 1992 were keen t move beyond the expected role of Asian women and pursue further education careers.
Woodhead (2007) - Religion
agues for some muslim women, religious dress (the veil) has become an important part of identity. ‘Muslim Chic’ with moderate resemblance to wearing the view for religious reasons.
Mac and Ghaill (1994) - Workplace
argues the loss of traditional labour jobs is causing WC men in particular to face a ‘crisis of masculinity’
Frosh et al (2002)
argue this feminising of the labour market has meant young males who are expected to have traditional gender relations have to renegotiate flexible masculine identities.
Osler and Vincent (2003) FEMALES
‘Girls in Exclusion’, girls they researched less willing to challenge authority, didn’t want to get into trouble and affect reputation. If boys got into trouble they viewed positively by peers, they showed attitude and were physical in actions
