Pupil's sexual and gender identities

How do double standards reinforce gender inequalities in schools?

Lees found that boys gain status for sexual activity, while girls are negatively labelled (e.g. “slag”) for similar behaviour. Male sexual behaviour is often ignored or even encouraged, whereas girls are judged and controlled. Feminists argue this reflects patriarchal ideology, reinforcing male dominance by regulating female behaviour and maintaining inequality through social control.

How does verbal abuse reinforce gender and sexual identities?

Verbal abuse is a key way pupils enforce gender norms.

• Connell describes a “rich vocabulary of abuse,” where labels like “slag,” “gay,” or “queer” are used to police behaviour.

• Lees found girls were labelled negatively whether they were sexually active or not, showing the labels are about control rather than truth.

• Paechter argues such name-calling reinforces male power and regulates identity.

• Parker found boys could be labelled “gay” simply for being friendly with girls. These labels maintain traditional gender roles and punish deviation.

How does male gaze operate in schools according to Mac An Ghaill?

The male gaze, acts as a form of surveillance, where girls are constantly evaluated and pressured to conform to feminine norms.

Additionally, it also allows boys to demonstrate heterosexual masculinity to peers, while those who do not participate risk being labelled as deviant.

How do boys school subcultures reinforce masculinity and affect achievement?

Male peer groups play a central role in constructing masculine identities. Studies by Mac an Ghaill show different masculinities exist, such as:

• working-class “macho lads” who reject school and middle-class “real Englishmen” who present effortless success. Boys who work hard may be labelled negatively (e.g. “gay” or “effeminate”), discouraging academic effort. This shows how masculinity is linked to anti-school attitudes, particularly among working-class boys, reinforcing underachievement.

How do definitions of masculinity change within schools?

Research by Mac an Ghaill and Redman shows that dominant forms of masculinity can change over time. In lower school, toughness and anti-school attitudes dominate, while in sixth form, a more middle-class identity based on academic success becomes valued. This reflects the changing social environment of the school, showing that masculinity is not fixed but shaped by context, particularly class composition.

How do female peer groups regulate gender identity?

Female peer groups also police behaviour and identity. Archer found that working-class girls gain symbolic capital by performing a hyper-heterosexual feminine identity (e.g. focusing on appearance). Girls who fail to conform risk being labelled negatively and excluded. This shows that peer groups act as a form of social control, reinforcing expectations about femininity and limiting individual freedom.

How do teachers reinforce gender identities?

Teachers contribute to reinforcing gender norms through their behaviour and expectations.

• Haywood and Mac an Ghaill found that teachers discipline boys for “acting like girls,” reinforcing gender stereotypes. They may also ignore sexist behaviour or blame girls for attracting it.

• Askew and Ross found male teachers often “rescue” female colleagues, reinforcing the idea that women are less capable. These actions subtly maintain traditional gender roles.

What are the strengths and limitations of researching gender identity in schools?

Researching gender identity can be challenging due to its sensitive nature and the influence of the researcher’s gender on participants’ behaviour. Some behaviours (e.g. verbal abuse) are easy to observe, while others (e.g. subtle power dynamics) are harder to interpret.

Access may be restricted if schools fear negative publicity.

Additionally, pupils may not be consciously aware of how they reinforce gender norms, limiting the usefulness of interviews.

However, the topic offers rich insights into everyday interactions and identity formation.