Week 11 - Gender and Education (Non-essay) Flashcards
Who spoke about teachers reinforcing gender in the classroom?
When, key points?
Swann 1992
- More outspoken pupils are boys
- Boys more assertive
- Sexes sit separately
- Practical subjects girls ‘fetch and carry’ equipment for boys
- Teachers give more attention to boys
- Teachers accept certain behaviour from boys, but punish girls for same behaviour
Who spoke about pupils talking?
When, key points? (2)
French and French 1984
- Imbalance of turns taken by girls and boys
- Boys unusual answers result in longer utterance and more turns
Swann and Graddol 1988
- Allocation of turns
- Boys talked more, chipped in
Who spoke about public speaking?
When, key points?
Baxter 2002
- GCSE age children
- Why are boys more confident in classroom speaking?
- Speak out and hold floor, range of case-making, agent provocateur
- More popular boys = confident leaders
- Teacher encourages dominant boys by humouring them and praising
Who spoke about gendered classroom discourses?
Sunderland 2004
- Neat girl
- Poor boy
- Girl as good language learners
Who spoke about talk and silence?
When, key points?
Jaworski and Sachdev 2004
- Analysis of UCAS forms
- Talk and silences as parameters
- Silence as good, academic, thoughtful, focused
- Silence as bad, capable but need to be pressed for oral participation
Who spoke about gender in foreign language classrooms?
When, key points?
Sunderland 1996, 2000
- Teachers talk more to boys
- German foreign lang class in yr 7
- Solicit (what teachers ask to be done), interrogatives and non-academic behaviour
- Teacher feedback
- Teacher responses to questions
- Treatment seen as equal
- Boys more attention telling off
- Girls more academic (femininity)
Boy as Ok/Girl as not Ok
Who, when, key points?
Sunderland 2000
- Students writing dialogues in pairs
- Exemplified clear gender binary for boys
- Girls would say they’re boys, boys wouldn’t say they’re girls
- Girls can cross gender boundaries, boys cannot
Who spoke about gender and sexual identities?
When, key points?
Sauntson 2012
- Secondary school Birmingham
- English and D+T classes
- Heterosexual displays (boys focus on female body, gay name calling to protect hegemonic masculinity)
- Boys sexualising women, using sexuality as a device for humour or picking on someone
Who spoke about construction of gender in academic discourse?
When, key points?
A, B and C
Stokoe 1998
A: How participants talk in small post-grad groups
- 4 women, 1 male
- Man makes gender relevant when describing singer
- Girl/woman status hierarchy made relevant by apology for calling group of women girls
B: Responding to statements about classroom writing
- Non-sexist identities
C: 2 Women discussing
- Acknowledges influence of preconceptions and children picking up on them
- Gender needs careful management
What are the differences between Sunderland and Stokoe’s methods?
- Stokoe: relevance of gender, how gender occasioned in discussions
- Sunderland: Quantitative and qualitative, gender indentities and discourse analysed
Reading
Who, when, key points?
Litosseliti 2006
- Development of language and gender in classroom
- Education important setting for gender construction
- Dominance theory demonstrated that girls are disadvantaged
- Difference theory focus on choice of subjects and achievement
- Difference in girl and boy interactions
- Important focus on opportunities and constraints caused by gender
- Foreign language acquisition findings inconsistent, girls not necessarily better
- Language testing involves gender stereotypes
- Textbooks girls underrepresented, shown to be more praising than boys
