Week 3 Gender and Society Gendered Education Week 3 Gender and Society

Recap Briefly outlined the development of western feminism Introduced theories of sex and gender Outlined the relationship between feminism and sociology

Outline Continue to look at the social construction of gender Gender societies Gendered schooling

Definition of Culture Culture can be understood as a ‘signifying system’ which defines ‘social order’ Shorthand term for the language, texts, images and music that help define groups Dominated now by the ‘mass media’ in western societies

Gender and Culture Culture both defines and reflects a ‘way of life’ Consequently culture shapes and reproduces gender relations and inequalities Mass media important aspect of gendered socialisation

http://www.youtube.com/watch?v=N9bTrj004vg http://www.youtube.com/watch?v=CHm_SiyrVbI

What messages are these adverts sending out about gender?

Gender stereotypes The mass media relies on gender stereotypes to get their messages across Stereotypes are easily understood and ‘stand for’ groups of people But do gendered stereotypes constrain women’s lives?

Women in the mass media Currently the mass media can be said to reinforce particular notions of femininity Images of women Encourage to focus on their own image To be ‘good mothers’ To be weaker and dependant on men A ‘cult of femininity’

What role do you think the mass media plays in gender socialization?

Impact of images The impact of gendered stereotypes is difficult to measure For some people the images act to constrain women’s lives Or are consumers active in their consumption of culture, able to accept or reject the stereotypes that are presented?

Gendered Schooling In developed countries, all children are required to receive formal education But access to education is still affected by gender, class and ethnicity ‘Drop outs’ show distinct patterns Girls required to help at home Boys may ‘reject’ school

Formal and Hidden Curriculums Studies of education have shown that messages about gender occur in both formal and hidden ways: Formal curriculum – the classes that are offered and the content of those classes Hidden curriculum – the messages that are sent out through the organisation of he school

Formal Education The school curriculum has often been organised on the basis of gender: Crowther Report 1959 Promoted separate education for girls and boys Girls to be educated for their future roles as wives and mothers Cooking, sewing and childcare key subjects Technical and science subjects restricted for boys

Thinking back, do you remember any ways in which your education reinforced gender divisions?

Gendered education Following the introduction of the National Curriculum, primary education less gendered Once ‘choice’ is introduced, divisions begin to emerge GCSE, A level and Degree achievement show the outcome of gendered education

Hidden Curriculum More common now is the way that gender differences are reinforced though the hidden curriculum Registers or ‘line ups’ divided, often with the boys first Girls and boys given different opportunities for sports Different judgements of acceptable behaviour Boys expected to be noisy, girls expected to be quiet

School Resources Children’s books often rely on gendered stereotypes: Reading schemes have breadwinner/homemaker divide Main characters are more often men than women Men are shown doing more active roles

Summary Cultural messages about appropriate gendered behaviour both reflect and reinforce gender inequalities Formal and hidden education continues to support gender as a key divide Children and young people are raised to expect and respect gendered differences