pupils sexual and gender identities

• There are different ways in which pupils' e____ in s____ help to construct and reinforce their g_____ and s___ identities.

• These experiences may all contribute to reinforcing what B____ C___ (1995) calls 'h____ m___' - the dominance of what identity and the subordination of what identities.

• There are different ways in which pupils' experiences in school help to construct and reinforce their gender and sexual identities.

• These experiences may all contribute to reinforcing what Bob Connell (1995) calls 'hegemonic masculinity' - the dominance of heterosexual masculine identity and the subordination of female and gay identities.

what are are 6 factors in school that that help construct and reinforce gender and sexual identities.

6 factors in school that that help construct and reinforce gender and sexual identities:

1. double standards

2. verbal abuse

3. the male gaze

4. male peer groups female peer groups : policing identity

5. teachers and discipline

reinforcing gender and sexual identities -double standards

• what is a double standard ?

• In the case of gender identity, S___ L____ (1993) identifies a double standard of s___ m___ in which boys b___ about their own s___ e___, but call a girl a 's__' if she doesn't have a s___ b___ or if she d____ and s____ in a certain way.

• s____ c____ is a___ of and given s___ by m____ p___ and ignored by m___ t____, but 'p___' among girls attracts n____ l___.

• Feminists see these double standards as an example of what . Double standards can be seen as a form of s____ c____ that reinforces g____ i____ by keeping females s___ to males

reinforcing gender and sexual identities -double standards

• A double standard is when we apply one set of moral standards to one group but a different set to another group.

• In the case of gender identity, Sue Lees (1993) identifies a double standard of sexual morality in which boys boast about their own sexual exploits, but call a girl a 'slag' if she doesn't have a steady boyfriend or if she dresses and speaks in a certain way.

• Sexual conquest is approved of and given status by male peers and ignored by male teachers, but 'promiscuity' among girls attracts negative labels.

• Feminists see these double standards as an example of a patriarchal ideology that justifies male power and devalues women. Double standards can be seen as a form of social control that reinforces gender inequality by keeping females subordinate to males.

reinforcing gender and sexual identities - Verbal abuse

• What Connell calls "a r____ v___ of a___" is one of the ways in which dominant gender and sexual identities are reinforced.

• For example, boys use n___-c___ to put girls down if they do what ?

• . L___ (19___) found that boys called girls 's___' if they appeared to be s____available - and 'd___' if they didn't

• Similarly, P___ sees name-calling as helping to do what 2 things ? . The use of labels such as 'g___', 'q___' and 'l___' are ways in which pupils p___ each other's s___ i____.

• For example, A____ PFfff (19___) found that boys were labelled gay simply for what . Both L____ and P____ note that these labels often bear no r___ to pupils' actual s___ b___ but their function is simply to reinforce what ?

reinforcing gender and sexual identities - Verbal abuse

• What Connell calls "a rich vocabulary of abuse" is one of the ways in which dominant gender and sexual identities are reinforced.

• For example, boys use name-calling to put girls down if they behave or dress in certain ways

• . Lees (1986) found that boys called girls 'slags' if they appeared to be sexually available - and 'drags' if they didn't

• Similarly, Paechter sees name-calling as helping to shape gender identity and maintain male power. The use of labels such as 'gay', 'queer' and 'lezzie' are ways in which pupils police each other's sexual identities.

• For example, Andrew Parker (1996) found that boys were labelled gay simply for being friendly with girls or female teachers. Both Lees and Paechter note that these labels often bear no relation to pupils' actual sexual behaviour but their function is simply to reinforce gender norms and identities.

reinforcing gender and sexual identities - male gaze

• there is also a visual aspect to the way pupils c___ each other's i____. Mac an Ghaill refers to this as the m___ g___': the way male pupils and teachers look girls u___ and d____, seeing them as s___ o___ and making judgements about their a___.

• Mac an Ghaill sees the male gaze as a form of s___ through which d___ h____ m____ is reinforced and femininity devalued.

• It is one of the ways boys prove their m___ to their friends and is often combined with whT

• Boys who do not display their h___ in this way run the risk of what?

reinforcing gender and sexual identities - male gaze

• there is also a visual aspect to the way pupils control each other's identities. Mac an Ghaill refers to this as the male gaze': the way male pupils and teachers look girls up and down, seeing them as sexual objects and making judgements about their appearance.

• Mac an Ghaill sees the male gaze as a form of surveillance through which dominant heterosexual masculinity is reinforced and femininity devalued.

• It is one of the ways boys prove their masculinity to their friends and is often combined with constant telling and retelling of stories about sexual conquests.

• Boys who do not display their heterosexuality in this way run the risk of being labelled gay.

reinforcing gender and sexual identities - male peer groups

Male peer groups also use v____ a___ to reinforce their definitions of m___.

• For example, as studies by E____ and W____ show, boys in anti-school subcultures often accuse boys who want to do well at school of what?

• similarly, M____ M___ an G___ (1994) study of P____ School examines how peer groups reproduce what- For example, the working-class 'm___ lads' were dismissive of who?

• By contrast, who projected an image of 'e___ achievement' - of s___ without trying (though in some cases actually working hard 'on the quiet').

• , R____ and M___ an G___ (1997) found what about the dominant definition of masculine identity in sixth form ?

• This represents a shift away from a what to a what This reflects the more middle-class composition and a___ of the sixth form.

reinforcing gender and sexual identities - male peer groups

Male peer groups also use verbal abuse to reinforce their definitions of masculinity.

• For example, as studies by Epstein and Willis show, boys in anti-school subcultures often accuse boys who want to do well at school of being gay or effeminate.

• similarly, Mairtin Mac an Ghaill's (1994) study of Parnell School examines how peer groups reproduce a range of different class-based masculine gender identities.

• For example, the working-class 'macho lads' were dismissive of other working-class boys who worked hard and aspired to middle-class careers, referring to them as the dickhead

• By contrast, middle-class 'real Englishmen' projected an image of 'effortless achievement' - of succeeding without trying (though in some cases actually working hard 'on the quiet').

• , Redman and Mac an Ghaill (1997) found that the dominant definition of masculine identity changes from that of the macho lads in the lower school to that of the real Englishmen in the sixth form.

• This represents a shift away from a working-class definition based on toughness to a middle-class one based on intellectual ability. This reflects the more middle-class composition and atmosphere of the sixth form.

reinforcing gender and sexual identities - female peer groups  

•  we have seen how Archer showed that working-class girls gained symbolic capital and popularity how?

• However, this identity was tightly policed by who?, and girls who failed to c___ risked what?

reinforcing gender and sexual identities - female peer groups  

•  we have seen how Archer showed that working-class girls gained symbolic capital and popularity by performing a hyper-heterosexual feminine identity, often expressed through branded clothes and a glamorous appearance.

• However, this identity was tightly policed by female peers, and girls who failed to conform risked losing status and being labelled negatively, such as a “tramp.”

reinforcing gender and sexual identities - female peer groups  

• J____ R___ (2013) small-scale study of 13-14 year old working-class girls' peer groups in a South Wales school found that being pfff was crucial to the girls' identity.

As the girls made a transition from what to what they faced a tension between what 2 things ?

reinforcing gender and sexual identities - female peer groups  

• Jessica Ringrose's (2013) small-scale study of 13-14 year old working-class girls' peer groups in a South Wales school found that being popular was crucial to the girls' identity.

As the girls made a transition from a girls' friendship culture into a heterosexual dating culture, they faced a tension between:

• An idealised feminine identity of showing loyalty to the female peer group, being non-competitive and getting along with everybody in the friendship culture.

• A sexualised identity that involved competing for boys in the dating culture.

reinforcing gender and sexual identities - female peer groups  

• Thus as C___ et al (2007) argue, while relationships with b___ can confer s____ c___, this is a high r___ game.

  This is because girls are forced to perform a balancing act between what two identities?

• s____ is thus a s___ c____ d____ by which schoolgirls p___, r___ and d___ each other's identities.

reinforcing gender and sexual identities - female peer groups  

• Thus as Currie et al (2007) argue, while relationships with boys can confer symbolic capital, this is a high risk game.

  This is because girls are forced to perform a balancing act between these two identities:

  1. Girls who are too competitive and/or think themselves better than their peers risk 'slut shaming' - being labelled as sluts and excluded from the friendship culture.

  2. On the other hand, girls who don't compete for boyfriends may face 'frigid shaming' by the other girls.

  Shaming is thus a social control device by which schoolgirls police, regulate and discipline each other's identities.

reinforcing gender and sexual identities - female peer groups  

• Girls who want to be successful educationally may feel the need to conform to what

• As R____ (2001) found, this involved the girls having to perform an an____ i___, presenting themselves as lacking any i____ in b____ or p____ f____.

• As a result, they risk of  being excluded by other g___ (as well as b___).

• However, as F____ (2010) found, these middle-class female may respond in kind by defining other, working-class, girls as 'c___'.

reinforcing gender and sexual identities - female peer groups  

• Girls who want to be successful educationally may feel the need to conform to the school's notion of the ideal feminine pupil identity.

• As Reay (2001) found, this involved the girls having to perform an asexual identity, presenting themselves as lacking any interest in boyfriends or popular fashion.

• As a result, they risk of  being excluded by other girls (as well as boys).

• However, as Francis (2010) found, middle-class female boffins may respond in kind by defining other, working-class, girls as 'chavs'.

reinforcing gender and sexual identities - teachers and discipline

• Research shows that teachers also play a part in reinforcing what

• . C____ H____ and M___ Mac an G___ (1996) found that male teachers told boys off for what ? and teased them when they gained l____ m___ in tests than girls. Teachers tended to ignore what and even b____ girls for a___ it.

• S____ A___ and C____ R___ (1988) show how male teachers' behaviour can s____ reinforce what . For example, male teachers often have a p____ attitude towards f____ c___, coming into their classes to 'r____' them by t___ pupils who are being d____. However, this reinforces what idea?

reinforcing gender and sexual identities - teachers and discipline

• Research shows that teachers also play a part in reinforcing dominant definitions of gender identity

• . Chris Haywood and Mairtin Mac an Ghaill (1996) found that male teachers told boys off for 'behaving like girls' and teased them when they gained lower marks in tests than girls. Teachers tended to ignore boys' verbal abuse of girls and even blamed girls for attracting it.

• Sue Askew and Carol Ross (1988) show how male teachers' behaviour can subtly reinforce messages about gender. For example, male teachers often have a protective attitude towards female colleagues, coming into their classes to 'rescue' them by threatening pupils who are being disruptive. However, this reinforces the idea that women cannot cope alone.