how do sexual and gender identities affect pupils’ experience of education?

Question 1

hegemonic masculinity

Answer 1

actions that confirm powerful men’s dominant position in society and subordinates everyone who doesn’t conform

Question 2

hyper-heterosexual identity

Answer 2

where girls exemplify the key aspects of what is seen to be desirable for hetero men

Question 3

double standards

Answer 3

when one set of moral values is applied to one group, but differently to another

Question 4

how does this factor create or reinforce an identity?
double standards

Answer 4

• reinforces that girls and boys should expect to be treated differently
• reinforces how we are expected to behave according to gendered expectations
• this justifies inequality

Question 5

how does this factor create or reinforce an identity?
verbal abuse

Answer 5

• Connel- rich vocabulary of abuse = dominant sexual and gender identities are reinforced
• Lees- slags/drags girls labelled by boys based on how sexually they dress
• discourages certain identities because pupils recieve abuse
• impacts on confidence and ability to focus, students may feel uncomfortable and unwelcome

Question 6

how does this factor create or reinforce an identity?
the male gaze
Paechter
Parker
Mac an Ghail

Answer 6

• Paechter- name calling maintains male power
• Parker 1996- ‘gay’ if friendly to girls: boys who do not conform to the idea of sex=dominance=good risk being called gay
• Mac an Ghail control of identities through standards and verbal abuse
• masculinity encouraged femininity discouraged, objectification of women
• bullying= discomfort with being otside the norm

Question 7

how does this factor create or reinforce an identity?
female peer groups

Answer 7

• ringrose- friendship and dating culture- loyal to friends, competetive for boys
• currie et al 2007 slut shaming, girls who don’t compete=frigid
• reay 2001 ‘boffin’- good at school (girls who want academic success have to have no interest in fashion/boyfriends), m/c embrace this and below ->
• francis 2001- ‘chav’ to w/c girls from m/c
• girls focus on how they are percieved by both girls and boys, lots of worries + double standards

Question 8

how does this factor create or reinforce an identity?
male peer groups: policing identity
Mac an Ghail

Answer 8

• Mac an Ghail 1994 class based on male identities
• 1997- ‘real englishmen’ in yr12 + ‘macho lads’ in yr7-11. sixth form seen as ‘dickhead achievers’
• boys reject the idea of schoolwork yrs7-11 but after the boys who do this leave, it allows for the others to focus on studying

Question 9

how does this factor create or reinforce an identity?
teachers and discipline
Haywood+ Mac an Ghail
Askew + Ross

Answer 9

• Haywood+ Man an Ghail 1996- male teachers told off boys for ‘acting girly’ + ignore verbal abuse towards girls
• girls are seen as weak and something not to be like, they are an outlet for verbal abuse
• females need to be ‘rescued’ by male teachers- Askew + Ross 1988
• girls are damsels in distress, ignored in class and have to cope w/ verbal abuse