Pupils' sexual and gender identities Flashcards
Describe the concept of ‘hegemonic masculinity’ as defined by Connell.
Hegemonic masculinity refers to the dominance of heterosexual masculine identity, which subordinates female and gay identities.
Explain the term ‘double standards’ in the context of gender identity.
Double standards occur when different moral standards are applied to different groups, such as boys being praised for sexual exploits while girls are labeled negatively for similar behavior.
Define the role of verbal abuse in reinforcing gender identities according to Connell.
Verbal abuse, described as a ‘rich vocabulary of abuse’, is used to reinforce dominant gender identities, with boys using derogatory terms to demean girls based on their behavior or appearance.
What findings did Lees (1986) reveal about boys’ name-calling towards girls?
Lees found that boys labeled girls as ‘slags’ if they appeared sexually available and ‘drags’ if they did not, illustrating the use of verbal abuse to control female behavior.
How do feminists view double standards in sexual morality?
Feminists see double standards as a reflection of patriarchal ideology that justifies male power and devalues women, reinforcing gender inequality.
Explain the concept of the ‘male gaze’ as described by Mac an Ghaill.
The ‘male gaze’ refers to the way male pupils and teachers view girls as sexual objects, reinforcing dominant heterosexual masculinity and devaluing femininity.
How does Paechter view the impact of name-calling on gender identity?
Paechter believes that name-calling helps shape gender identity and maintain male power by policing and controlling how individuals express their sexual identities.
Describe the findings of Parker (1996) regarding boys and labels of sexuality.
Parker found that boys were labeled as gay simply for being friendly with girls or female teachers, highlighting how social interactions can lead to policing of sexual identities.
What negative labels are used by pupils to police each other’s sexual identities?
Pupils use negative labels such as ‘gay’, ‘queer’, and ‘lezzie’ to police and control each other’s sexual identities, reinforcing dominant norms.
Describe the role of labels in relation to pupils’ sexual behavior according to Lees and Paechter.
Labels often do not reflect pupils’ actual sexual behavior; instead, they serve to reinforce gender norms and identities.
How do male peer groups use verbal abuse to define masculinity according to Epstein and Willis?
Male peer groups often use verbal abuse to label boys who excel academically as gay or effeminate, reinforcing traditional definitions of masculinity.
Define the characteristics of the working-class ‘macho lads’ as observed in Mac an Ghaill’s study.
The working-class ‘macho lads’ were dismissive of peers who aspired to academic success, labeling them as ‘dickhead achievers’.
What shift in masculine identity is noted by Redman and Mac an Ghaill from lower school to sixth form?
The dominant definition of masculine identity shifts from the ‘macho lads’ in lower school to the ‘real Englishmen’ in sixth form.
Explain how the male gaze functions as a form of surveillance in schools.
The male gaze acts as a surveillance mechanism that reinforces dominant heterosexual masculinity while devaluing femininity among pupils.
Do boys who do not display heterosexuality face any consequences according to the content?
Yes, boys who do not display their heterosexuality risk being labeled as gay.
How do middle-class ‘real Englishmen’ differ from working-class boys in their approach to achievement?
Middle-class ‘real Englishmen’ project an image of ‘effortless achievement’, often succeeding without apparent effort, unlike working-class boys who may work hard but are labeled differently.
Describe the shift in definitions of identity from working-class to middle-class in the context of sixth form education.
The shift represents a move from a working-class definition based on toughness to a middle-class one based on intellectual ability, reflecting the more middle-class composition and atmosphere of the sixth form.
Explain how working-class girls gain symbolic capital among their peers.
Working-class girls gain symbolic capital by performing a hyper-heterosexual feminine identity, which includes constructing a glamorous appearance using specific brands and styles, particularly Nike.
Define the concept of ‘policing identity’ as it relates to female peer groups.
Policing identity refers to the way female peers enforce conformity to certain standards of behavior and appearance, where girls risk unpopularity and negative labels if they fail to adhere to these norms.
How do the identities of working-class girls transition from friendship culture to dating culture?
The transition involves a tension between an idealized feminine identity that emphasizes loyalty and non-competitiveness in friendships, and a sexualized identity that requires competition for boys in dating.
Discuss the risks associated with competing for boys in the context of female peer groups.
Competing for boys can confer symbolic capital but is risky, as girls may face ‘slut shaming’ for being too competitive or ‘frigid shaming’ for not competing enough.
What is ‘frigid shaming’ and how does it affect girls’ identities?
‘Frigid shaming’ occurs when girls who do not compete for boyfriends are labeled negatively by their peers, which can undermine their social identity and acceptance within the group.
Explain the concept of ‘slut shaming’ and its implications for girls in peer groups.
‘Slut shaming’ refers to the negative labeling and exclusion of girls who are perceived as too competitive or who think they are better than their peers, impacting their social standing within the group.
Define the ‘boffin’ identity in the context of schoolgirls.
The ‘boffin’ identity refers to girls who conform to the school’s ideal feminine pupil identity, often presenting themselves as asexual and uninterested in boyfriends or fashion to succeed educationally.
