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1.
Parlo Singh 《British Journal of Sociology of Education》1993,14(1):39-58
In this paper concepts from Bernstein's theory of pedagogic discourse are used to analyse student communication in the computer setting of the classroom. The perceptions of the classroom teacher and year fwe students, four girls and seven boys, about social relations in the classroom are the focus of analysis. It is argued that the pedagogic device of technocratic masculinity is socially constructed to relay power/knowledge relations. In the case study a group of male students manage to gain a position of power because they select, sequence, organise and transmit technological knowledge forms. The boys’ control over power/knowledge relations in the computer setting is strengthened by the support of the classroom teacher, who acknowledges the boys’ claim to computer expertise. Through the dual actions of a group of boys and the classroom teacher, a fiction about computer knowledge and competency is socially constructed in the classroom. Within the fiction of the technological patriarchy regulating classroom practice, the behaviour of boys is interpreted as ‘risk‐taking’ ‘experimental’ and ‘technologically competent’. Girls are positioned as inactive, passive and rule‐followers within the regulative discourse. While some girls position themselves within the structures of technocratic discourse, other girls deconstruct the ‘truth’ of their computer incompetence and passivity. For the girls, movement across and within the symbolic categories of regulative discourses is a constant struggle of the inner and outer voice. The girls must mediate their social relations with significant ‘others’. In addition, the girls must reconcile their inner voices. They must struggle to negotiate a positioning for themselves as ‘nice’ and ‘good’, carriers of messages, the domestic, the subservient. At the same time, these girls, the daughters of professional career mothers, must struggle to be ‘not nice’, to be powerful, active and gain credit for their computing skills. 相似文献
2.
Despite calls for a more nuanced approach to issues of gender and equity that recognizes how broader relations of gender and power continue to produce injustices for many females, essentialized accounts expressing concern about boys’ poor educational performance remain the most common refrain in dominant equity discourses across Western contexts. This common refrain characteristic of current large scale gender reforms, such as Australia's parliamentary inquiry into the education of boys, Boys: Getting it right, is driven by a standards rather than social justice focus and thus creates silences around issues of gender injustice, power, and constructions of hegemonic masculinity. In this paper, I present “Sally's” story as a disruption of these silences. Sally is a young English teacher at “Penfolds College”, an all boys Catholic school in a large urban centre in Queensland (Australia). Her story, in illustrating how particular boys draw on broader discourses of masculinity to sexually harass and intimidate her, highlights the inadequacies of dominant public and policy discourse in terms of its failure to locate boys’ educational issues within broader contexts of inequitable gender relations. 相似文献
3.
Ulla Johansson 《International Journal of Inclusive Education》2013,17(2-3):265-280
In 1927 the Swedish grammar school opened up for girls. Thereby girls got access to higher education on the same conditions as boys, at least formally. Thus, many towns' boys and girls were seated in the same classroom. In the large cities, however, sex segregation remained, as separate grammar schools for girls were established and some boys' grammar schools were still reserved for boys. The main aim of this paper is to compare the process of gender construction in these different school forms during the period 1927–1960. The questions put are: Were the discourses and the discursive practices of these schools part of the politics of equality or the politics of difference with regard to gender? Which representations of gender and gendered patterns of communication and domination did they produce? The main data consists of interviews with 30 ex-students of coeducational schools and female and male single-sex schools. The conclusion is that the pedagogy in all school forms was inscribed within the meritocratic discourse of equality, which was also important in shaping the students' subjectives. Both girls and boys had to prove themselves worthy of the privilege of attending the grammar school, and in this respect girls as a group were more successful than boys. To begin with the politics of equality also operated in the norms for how girls should dress and look, but later on a discrete make-up was allowed. The politics of difference was manifest in the swot syndrome, the techniques for punishments and rewards, and also, at least partly, in physical education. It was also manifest in the traditional representations of masculinity and femininity, like the male breadwinner and the housewife, prevalent in boys' grammar schools. Girls in female single sex schools, on the other hand, were firmly determined to make a career of their own. 相似文献
4.
Carolyn Dixon 《Gender and education》1997,9(1):89-104
ABSTRACT The paper explores the 'interactional work' of one boy in a technology lesson as he elaborates, through 'play' with workshop tools, a sexual fantasy of masturbation and penetration. This action is contextualised by his relations with others, and by the dominance of a prevailing myth of male sexuality in his construction of a masculine identity in the classroom. The role of the teacher in interpreting pedagogic style is considered. It is suggested that the dominance of hegemonic masculinity does not erase differences amongst boys; that it is 'taken up' differently by groups and individuals in the interplay of other cultural texts/discourses. It is suggested that viewing the work of identity as both a personal and a social project, in which individuals act distinctly and yet 'within pattern', provides a starting point for understanding the contingent but committed construction of heterosexual gender relations of domination. 相似文献
5.
《Contemporary educational psychology》2014,39(4):369-378
Educational gender gap research tends to focus on differences between boys' and girls' achievement. However, substantial variation exists within the sexes concerning this educational achievement. In this study, we investigate the inter- and intrasexual differences in academic self-efficacy in a sample of 6380 Flemish seventh graders collected in the school year 2012–2013. To adequately consider masculinity and femininity on a micro level, we employ the concept of gender identity. Results show that considerable inter- and intrasexual differences exist. In line with the educational gender gap, girls scoring high on self-perceived femininity are at the top of the pack. Self-perceived masculine boys score considerably lower on academic self-efficacy; however, they still do much better than cross-gender boys and girls. The poor results of boys and girls who perceive themselves to be gender atypical are partly explained by the students' lower well-being. The results are discussed in light of masculinity and femininity. 相似文献
6.
The concept of masculinity has been critiqued either as an ideological effect of patriarchy or as a play of discourse. This occurs at a time when there is renewed interest in biologically reductive theories of gender, and in the context (in the UK) of public disquiet about boys' academic performance. This paper argues that while masculinity cannot be regarded as a foundational subject, the reality of the category 'masculinity' in the daily lives of students and teachers means that we have to take account of how it structures both the social and pedagogic life of the classroom. The paper demonstrates how an imagined sense of masculinity--the masculine social imaginary--appears as a reality in the boys' narratives of self. The paper also argues that while this masculine social imaginary provides the semantic logic of gender, it is in the moment-to-moment interactions that boys have to assert and seek recognition of themselves as male. 'Masculinity' continues to be a useful sociological concept. 相似文献
7.
Gendered expectations are deeply embedded within the fabric of a society and the classroom is no exception; binaries habitually pervade attitudes, practices and pedagogies. This small-scale qualitative-interpretive study, undertaken in one rural primary school in North Wales, explores how the learning of gender is constructed, enacted and challenged by participants functioning within Key Stage 2 (children aged 8–11 years), issues experienced by, both girls and boys, to cogitate implications for gender equity and for teachers' work. The fieldwork revealed that many school participants continue to draw upon essentialist binary discourse, predominantly based on biological theories, to explain differences between boys and girls relating to classroom behaviour, subject attainment, curricular preferences and career pathways. Constant reference was made to acceptable ways of ‘doing masculinity’ and the ‘high-achieving, conforming school girl culture’. Children recognised gender binaries used by teachers and were aware of societal advances in gender equity. Despite decades of research and policies, we are still some way to ameliorating gender binaries and stereotypes in this phase of schooling. Therefore, there is an urgent need for practitioners to become more reflexively aware about the complex ways in which gendered dualisms and hierarchies perpetuate and dictate relations and pedagogical practices, which constrain experiences and opportunities for girls and boys and, to incorporate multiple ways of thinking and doing gender in classrooms. 相似文献
8.
ABSTRACT This paper examines the complexity of the issues associated with boys and literacy. It initially reviews Australian research documenting gender differences in literacy performance, highlighting the interplay between gender, class and ethnicity within this research. It then develops a framework for considering the interconnectedness between literacy, various masculinities, and schooling. The paper argues that literacy, as it is constructed in the school, becomes a domain of knowledge and a set of technologies that run counter to various dominant constructions of masculinity. As a result, school literacy is often in contrast to other electronic and visually-based 'literacy skills' that boys have access to. The paper suggests an approach which works with social constructions of masculinity, and discourses on 'critical literacy', to provide strategies for boys' literacy education that will not be in conflict with the education of girls reform agenda of the past 20 years. 相似文献
9.
This qualitative study draws from focus group discussions with primary school boys,girls and their teachers to examine how violence is experienced at a rural school in KwaZulu-Natal, South Africa. The study draws attention to ‘amaphara' masculinity’ as conceptualized by Hunter (2021) and stick fighting as key to understanding the local expressions of violence and its problematic relationship with girls and 'other' boys.Examining these practices, and the wider sociocultural contexts in which they are embedded, we argue is vital for gender violence prevention in rural schools. 相似文献
10.
‘Troublesome boys’ and ‘compliant girls’: gender identity and perceptions of achievement and underachievement 总被引：2，自引：0，他引：2
Working within a methodological framework that identified four focus groups, high‐achieving boys and girls and underachieving boys and girls, this article presents teachers' perceptions of how gender identity is seen to influence achievement levels. Beliefs about gender identity informed the teachers' perceptions in relation to each of the four focus groups, whereby the underachieving boy and the high‐achieving girl were seen to conform to gender expectations; the high‐achieving boys were seen to challenge gender norms; and the underachieving girl emerges as largely overlooked. The perceived characteristics of the high‐achieving girl are presented as describing all girls. There appears to be a tendency to associate boys with underachievement and girls with high achievement. 相似文献
11.
Over recent years the moral panic that has surrounded 'boys' underachievement' has tended to encourage crude and essentialist comparisons between allboys and allgirls and to eclipse the continuing and more profound effects on educational achievement exerted by social class and 'race'/ethnicity. While there are differences in educational achievement between working-class boys and girls, these differences are relatively minor when comparing the overall achievement levels of working-class children with those from higher, professional social class backgrounds. This article argues that a need exists therefore for researchers to fully contextualize the gender differences that exist in educational achievement within the overriding contexts provided by social class and 'race'/ethnicity. The article provides an example of how this can be done through a case study of 11-year-old children from a Catholic, working-class area in Belfast. The article shows how the children's general educational aspirations are significantly mediated by their experiences of the local area in which they live. However, the way in which the children come to experience and construct a sense of locality differs between the boys and girls and this, it is argued, helps to explain the more positive educational aspirations held by some of the girls compared with the boys. The article concludes by considering the relevance of locality for understanding its effects on educational aspirations among other working-class and/or minority ethnic communities. 相似文献
12.
Debra Myhill 《Cambridge Journal of Education》2006,36(1):99-113
Based on a larger, cross phase study investigating underachieving boys, this article explores pupil's responses to a single interview question inviting pupils to articulate their perceptions of whether teachers treat boys and girls the same. The article records that the predominant perception is that teachers treat boys more negatively than girls, and that this perception increases with age. Pupils speak of teachers' expectations of boys and girls as being different, more being expected of girls both in terms of achievement and behaviour. Unsolicited, the pupils make reference to the gender of the teacher as pertinent, female teachers being perceived as less influenced by gender expectations. The article raises concerns as to the role of education in amplifying society's stereotypes rather than challenging them and aiming for a climate of gender equity in the classroom. 相似文献
13.
Elisabeth L. Woody 《Equity & Excellence in Education》2013,46(2):148-160
This article examines heterosexist assumptions and the role of homophobia in students' experiences in California's public "Single Gender Academies," in an effort to include issues of sexuality in current discourses on adolescent gender identity and public school reform. Interviews with students, conducted as part of the most comprehensive research on public single-sex schooling in the U.S. to date, reveal a critical link between students' notions of sexuality and definitions of masculinity and femininity. Alongside dichotomous, static notions of gender, the ideology and structure of the Single Gender Academies largely promoted heterosexist assumptions of students' sexuality. Such assumptions pervaded school policies and practices as well as peer relations and students' sense of gender identity. Students, in turn, both actively constructed and resisted a theory of gender which framed boys and girls in opposition and promoted heterosexuality as the norm. This article provides an analysis of homophobia among students and the influence of academy assumptions on students' attitudes. Such a focus allows for an investigation of gender and sexuality at both individual and institutional levels. While the research is based on data collected at public single-sex schools, the findings provide insight into students' articulations of gender and sexuality across a variety of school contexts. 相似文献
14.
Linda Stepulevage 《Gender and education》2001,13(3):325-338
This article is concerned with gender and technology relations in education. More specifically, it focuses on assumptions made about girls' and young women's developing identity within the context of the computing and/or technology classroom in primary and secondary schools. The article argues that we must explore what is invisible yet taken for granted in social-constructionist analyses of gender-technology relations: that these relations are situated within heterosexual social norms. Research studies in computing and technology classrooms are considered in detail in order to explore questions concerned with girls' constructed 'incompetence'. The article concludes that there needs to be an analysis that considers the interrelationship between computing and gender and heterosexuality in the classroom to help broaden our understanding of how girls and women might develop knowledge and skills in locations that are gendered masculine. 相似文献
15.
Deconstructing Masculinity in the English Classroom: A site for reconstituting gendered subjectivity
WAYNE MARTINO 《Gender and education》1995,7(2):205-220
In this paper I claim that a particular investigative critique of dominant versions of masculinity based on an interpretive analytics of Foucault and Derrida can be elaborated through promoting a particular pedagogy in the English classroom. A particular deconstructive approach to reading pedagogy, therefore, is elaborated and an analysis of the way students responded to a particular text is provided to support claims made about the efficacy of such a pedagogical approach in the English classroom. In the first part of the paper I focus on elaborating a theorisation of gender in terms of multiple positionality within discourse. Such an approach is based on the understanding that subjectivity is socially, culturally and historically constituted within multiple discursive frameworks and that textual practices have a part to play in the structuring and regulation of gendered identity formations. I argue that it is in this way that a move can be initiated beyond what Armstrong terms an oppressive 'gender bind', which means thinking about masculinity and femininity outside of a binary oppositional semantic structure. By drawing on feminist psychoanalytic and post-structuralist understandings of subjectivity, claims are made about the feminist conceptualisation of masculinity as a unitary construct. Psychoanalytic feminists such as Scott and Alcoff, like Henriques et al., have also attempted to theorise gender and subjectivity in terms of positionality within multiple discourses, but have focused exclusively on questions pertaining to the construction of femininity. In their justified and exclusive emphasis on how dominant versions of masculinity as oppressive regimes have operated to constrain and limit women politically from realising their needs, however, I claim that these theorists have conceptualised masculinity as a unitary construct. This notion of the unitary masculine subject is problematised in this paper and an attempt is made to acknowledge alternative masculinities which are undercut by race, class and ethnic factors as well as questions pertaining to sexual orientation. I draw particularly on the work of Felski and her notion of the counter-public space within which multiple subject positions for women can be constituted as a point of departure for a discussion and exploration of how teachers might deal with questions of masculinities and the valorisation of alternative subjectivities in the English classroom. This paper, therefore, attempts to address the problems associated with constructing masculinity as a monolithic category, while elaborating a particular pedagogical approach designed to open up a space for the examination, legitimation and valorisation of alternative subject positions for boys in the English classroom. 相似文献
16.
ELLEN JORDAN 《Gender and education》1995,7(1):69-86
Using a post-structural framework, the paper analyses the dynamics of the process by which little boys adopt a definition of masculinity as avoiding whatever is done by girls. It is argued that this is a response to the fact that the 'fighting boys' who resist the school's demands have appropriated the role of hero in the warrior narratives of little boys' fantasy games, casting the 'good boys' who conform to the requirements of the school as despised 'wimps' and 'sissies'. This leads the 'good boys' to adopt an alternative definition of masculinity as 'not female', and in many cases leads also to the scorn and rejection being redirected to girls as a group. It is suggested that teachers should intervene in this cycle by explicitly discussing the character of the hero in these warrior narratives and showing that it ought not to be equated with the classroom and playground behaviour of the 'fighting boys'. 相似文献
17.
Normative cruelties and gender deviants: The performative effects of bully discourses for girls and boys in school 总被引：1，自引：0，他引：1
Since the 1990s the educational community has witnessed a proliferation of ‘bullying’ discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse ‘bullying’ operates to simplify and individualise complex gendered/classed/sexualised/racialised power relations embedded in children's school‐based cultures. Using a feminist post‐structural approach, this article critically traces the discursive production of how the signifiers ‘bully’ and ‘victim’ are implicated in the ‘normative cruelties’ of performing and policing ‘intelligible’ heteronormative masculinities and femininities. It shows how these everyday gender performances are frequently passed over by staff and pupils as ‘natural’. The analysis also illustrates how bully discourses operate in complex racialised and classed ways that mark children out as either gender deviants, or as not adequately performing normative ideals of masculinity and femininity. In conclusion, it is argued that bully discourses offer few symbolic resources and/or practical tools for addressing and coping with everyday school‐based gender violence, and some new research directions are suggested. 相似文献
18.
This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and self-regulated learning, mastery and performance goals, and mathematics achievement. Data on learner and learning environment variables and achievement in mathematics were collected from 273 boys and girls. Results indicate appropriate fit of the model for the entire sample. Invariance analysis across gender indicated that only 2 of the 11 path coefficients, mother's education on mathematics achievement and classroom mastery goal orientation on self-regulation, were not invariant across gender. The same pattern of relationships accounted for different amounts of variance in mathematics achievement for boys and girls. 相似文献
19.
Gender intensification, an increased pressure for adolescents to conform to culturally sanctioned gender roles, has been posited as an explanation for the emergence of the gender difference in depression. This longitudinal study assessed whether 410 individuals became more stereotypical in their gender-role identity across adolescence and whether such patterns predicted depressive symptoms. Girls reported higher femininity than boys at ages 11, 13, and 15, but girls and boys did not differ in masculinity. Contrary to prevailing views, there was not evidence of intensification in femininity or masculinity. Positive trajectories in masculinity for both girls and boys predicted fewer depressive symptoms, particularly at moderate levels of stress. Findings suggest a need to reconceptualize gender intensification in ways that characterize contemporary adolescence. 相似文献
20.
Elina Lahelma 《Gender and education》2002,14(3):295-306
This article discusses relationships and conflicts between girls and boys during the secondary school years, trying to reflect on the fine line between playing which is 'just fun' and behaviour that is experienced as harassing. The method used is to examine the parallel patterns of different kinds of data: classroom observations in secondary schools, ethnographic interviews of students at the age of 13-14, and school memories of the same young people at the age of 17-19. These varied data reveal diverse interpretations to gendered interactions. The article suggests that sex-based harassment acts as a form of social control that constitutes a way of maintaining and policing gender boundaries and hierarchies. 'Whole school policy' is needed to counteract it. The article draws from an ethnographic research study in two secondary schools and its follow-up, conducted together with Tuula Gordon. 相似文献