GENDER SUBJECT CHOICE P 59 PART 3 Page

GENDER & SUBJECT CHOICE P. 59 PART 3

• Page 32 workbook: answer questions on Gender & subject choice.

WHYY ARE THERE DIFFERENCES IN SUBJECT CHOICES? • 1. Gender Role Socialisation • Fiona Norman (1988) notes, from an early age, boys and girls are dressed differently given different toys and encouraged to take part in different activities.

• Eileen Byrne (1979) shows that teachers encourage boys to be tough and show initiative and not be weak or behave like sissies. Girls on the other hand are expected to be quiet, helpful, clean and tidy. • These all lead to differences in subject choice.

(GENDER ROLE SOCAILISATION) GENDER DOMAINS • Naima Browne and Carol Ross (1991) • 'gender domains' are shaped by early experiences and the expectations of adults. • Gender domains are the tasks and activities that boys and girls see as male or female 'territory' and therefore as relevant to themselves

PATRICIA MURPHY (1991) • Girls focus more on how people feel, whereas boys focus on how things are made and work. This helps to explain why girls choose humanities and arts subjects, while boys choose science.

2. GENDERED SUBJECT IMAGES • Kelly & SCIENCE: • Science is seen as a boys' subject for several reasons: • 1. Science teachers are more likely to be men. • 2. Examples in textbooks draw on ‘boys' rather than girls' interests. • 3. In science lessons, boys monopolise the apparatus and dominate the laboratory, acting as if it is 'theirs'.

ANNE COLLEY (1998) • Computer Studies = MASCUINE because: • 1. It involves working with machines –remember only ’blokes’ are good with machines… • 2. The way it is taught is off -putting to females. Tasks tend to be abstract and teaching styles formal, with few opportunities for group work, which girls favour.

SINGLE SEX SCHOOLS • What does the handout say about girl’s schools & boys school? • Diana Leonard (2006) • Institute of Physics Study.

3. GENDER IDENTITY AND PEER PRESSURE • Carrie Paecher(1998): Sport = Male…girls who like sport are not feminine. • Always #Like. AGirl • https: //www. youtube. com/watch? v=Xj. JQBj. WYDTs

• Carol Fuller (2011) Working class girls = working-class habitus = Hair & Beauty is a realistic job for ‘people like them’. • Schools steer them towards certain types of jobs.

HOW DOES SCHOOL HELP TO CONSTRUCT AND REINFORCE GENDER AND SEXUAL IDENTITIES? • Bob Connell (1995) : 'hegemonic masculinity' the heterosexual masculine identity is the most important. Female and gay identities are deemed as inferior. • Hegemony means “leadership or dominance, especially by one state or social group over others. ” So here it means control goes to heterosexual patriarchal identities.

1. DOUBLE STANDARDS • Sue Lees (1993): boys can sleep around. Girls cannot be promiscuous or they will be labelled a slag. • Feminists say this double standard illustrates the continuation of patriarchy within schools.

2. VERBAL ABUSE • Paechter: • Name-calling shapes gender identity and maintain male power. The use of negative labels such as 'gay', 'queer' and 'lezzie' are ways in which pupils police each other's sexual identities.

3. THE MALE GAZE • Mac an Ghaill: • ‘Male Gaze': is the way male pupils and teachers look girls up and down, seeing them as sexual objects and making judgements about their appearance.

4. MALE PEER GROUPS • Male pupils have peer groups to deal with which may affect their achievement. • Epstein and Willis: • Show, boys in anti-school subcultures often accuse boys who want to do well at school of being gay or effeminate. • See handout or p. 63 of Text book for Mac & Ghaill’s study:

5. FEMALE PEER GROUPS: POLICING IDENTITY • Hyper-Heterosexual Feminine Identity: • Archer WC Girls gain symbolic capital (status and popularity) from their female peers by performing a hyper-heterosexual feminine identity.

HYPERHETEROSEXUAL FEMININE IDENTITY: • This means being glamorous or 'sexy' • Nike appearance using particular brands and styles. • Female peers call girls 'tramp' if they fail to conform.

CURRIE ET AL (2007) • Relationships with boys = symbolic capital. • Too many boyfriends = 'slut shamed' - being labelled as sluts and excluded from the friendship culture. • No interest in boys/boyfriends…'frigid shamed' by the other girls.

REAY (2001) “ASEXUAL IDENTITY” • In order for girls to do well at school with m/c values they had to perform an asexual identity. • These girls had to present themselves as lacking any interest in boyfriends or popular fashion. • The ideal feminine pupil identity is asexual.

6. TEACHERS AND DISCIPLINE • See handout / or p 64 on how they do this.