Topic 12 - feminism + gender Flashcards
introduction?
Feminism became mainstream in the 1960s and 1970s, when female researchers highlighted that most academic work overlooked women’s contributions and was based on the assumption that male experiences were the norm. They argued that gender differences were overstated, with women often seen as less intelligent or ignored. Feminists also criticized traditional research methods as biased against women.
Feminism + education?
Feminism views lack of education as a form of social control, with many feminist theories drawing from Marxism by replacing social class with gender as the key issue. As a conflict theory, feminism argues that education is crucial for women’s social justice. Women, often burdened with child-rearing and domestic work (the “4 C’s” - cooking, cleaning, caring, and checkouts), remain vulnerable to poverty. Education that prepares women for traditionally male-dominated roles offers opportunities, while lack of education leaves women open to exploitation by the patriarchy.
Liberal feminism + education
Liberal feminism focuses on equality of opportunity, socialization into gender roles, and addressing gender discrimination in schools. A key concern was the curriculum, where girls were often taught domestic sciences and boys were taught subjects like physics. Although students now have more freedom in course selection, gendered influences remain. Feminists argue that girls are still discouraged from pursuing masculine subjects, while boys in traditionally feminine roles are often positively viewed. However, liberal feminism is criticized for not addressing the deep-rooted masculinity in education, especially in higher education, where women tend to choose lower-paying fields, and men are more likely to earn top degrees, such as at Oxford University.
Socalist + marxist feminist views of education?
Marxist feminists link economics and education, focusing on cultural reproduction, power, and ideology. They argue that gender socialization at home is reinforced in schools, with women often accepting lower social status compared to men. They also examine women who challenge masculinity. Key concerns include gendered language (Anne Oakley), gender roles in books and school hierarchy (Kelly, 1987), gendered stereotyping in reading schemes, and the invisibility of women in the curriculum (symbolic annihilation - McCabe, 2014). They also note that girls may feel uncomfortable in certain subjects (Culley, 1966) and the lack of positive male role models. Despite progress through legal reforms, gendered attitudes persist, and there is concern over the underperformance of boys, particularly working-class boys.
Radical feminism + edcuation
Radical feminists argue that males dominate knowledge, teacher time, and social spaces, often being aggressive towards women who challenge male dominance. In the U.S., debates about sexual violence by male college students highlight universities’ failure to address the issue, with some suggesting girls should simply avoid such violence, implying they are to blame. Radical feminists support single-sex classrooms, prioritizing women’s needs. Critics argue that radical feminism is too general, as not all men are rapists or all women victims, and it is deterministic, implying women have no agency and are oppressed by men.
Feminists + the hidden curriculum
Feminists argue that the hidden curriculum reinforces gender stereotypes in schools, particularly through textbooks. Studies from the 1970s and 80s found that storybooks often portrayed boys as active and girls as domestic or invisible, with fewer female characters, often only existing to be rescued by males. A study by Janice McCave of books published between 1900 and 2000 found that 31% had female protagonists, and even animal-focused books centered on male animals. Former children’s laureate Anne Fine noted that while modern books show positive racial images, gender stereotyping remains common.
