Pupils’ Sexual and Gender Identities LO: To understand the effects of school experiences on shaping gender identities STARTER: What are your thoughts? Outline three ways in which the experience of schooling may influence pupils’ gender identities. [6 marks] This is the Q we will answer at the end of this lesson. But what are your thoughts on the answer, based on your knowledge and your own experiences? Thoughts on a post it…

How does school construct our gender identities? Task: How can these double standards act as a form of social control? Connell (1995) – the following experiences reinforce ‘hegemonic masculinity "the dominance of a heterosexual masculine identity and the subordination of female and gay identities. Double standards – moral standards are different for different groups, particularly the standards of sexual morality. Sue Lees (1993) – boys boast about their sexual exploits but when girls are overly sexual or dress inappropriately, they are “slags”. Boys: sexual conquest is approved by peers and ignored by male teachers – patriarchal ideology, justified male dominance and devalues women.

How does school construct our gender identities? 2. Verbal abuse “Slags” or “drags” (Lee) Connell (1995) – dominant gender and sexual identities are reinforced through a rich vocabulary of abuse. Task: With reference to the work of two sociologists explain how labelling from other pupils affects subject choice and behaviour within school “Gay, queer, lezzie” Paetcher suggested that pupils police each others sexual identities through name calling. Parker (1996) – these negative labels were given very easily – even if a boy is friendly to a girl and the label has no actual relation to the pupils’ sexual behaviour. They are used as a way to reinforce gender norms and identities.

How does school construct our gender identities? 3. The male gaze – sexually objectifying girls by looking them up and down, making judgements about their appearance (like they are something to be purchased!) Tasks1)Using Mac and Ghail’s study explain how the male gaze influences male behaviour and subject choice. 2) Using Mac and Ghail’s study and the one other study of your choice, explain why girls in single sex schools are more likely to report higher confidence and to choose subjects traditional deemed as male According to researchers (Mac an Ghaill) the male gaze is a form of surveillance – a way for boys to prove their masculinity and is often combined with telling stories of their sexual conquests. Reinforces the hegemonic masculinity and devalues femininity. Cross subject link - media

How does school construct our gender identities? 4. Male peer groups (never underestimate the power of peers!) Male peer groups reproduce a range of different class based masculine gender identities, for example: Where as middle class boys give the image of “effortless achievement” – even if this was a lie! Mac an Ghaill – study of working class boys. Working class ‘macho lad’s were dismissive of other WC boys who worked hard Tasks: 1)Using page 63 explain how this changes at 6th form. 2) Use this study to explain why fewer working class boys make it into sixth form. “Between you and me, I work like hell when my mates aren't around!”

How does school construct our gender identities? As previously discussed, Archer et al showed how WC girls gain symbolic capital from their peers by performing hyper-heterosexual feminine identities . This was investigated by Ringrose (2013) Read and answer the following: Q1: Who were the Ps? Q2: What were the two main identities that girls tended to adopt? Q3: Why might some suggest that selecting one of these identities is a “high risk game”? Q4: What is the consequence for pupils who want to do well in school? Describe the identity they needed to adopt. EXT: Teachers and discipline – In what way might teachers reinforce dominant definitions of gender identity?

The 6 marker…. Outline three ways in which the experience of schooling may influence pupils’ gender identities. [6 marks] How long should you spend on the 6 mark question? Answer the question above. We will be peer assessing the answers using the mark scheme.

6 Mark Question Grade description The mark scheme Grade and mark 6 Mark Question Grade description 1 – 2 E/D Partial description and explanation that only identifies one or two correct points. 3 – 4 C/B Fuller description and explanation of two points or partial explanation of three points, using examples and possibly appropriate key terms linked to the question. 5 - 6 A/A* A full description and explanation that explicitly answers the question, using appropriate key terms and examples and shows an in-depth understanding of the question. All three points are explained clearly and in detail.