1. Week 3 Gender and Society
Gendered Education
Week 3
Gender and Society

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

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

4. 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

5. 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

7. What messages are these adverts sending out about gender?

8. 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?

9. 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’

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

11. 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?

12. 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

13. 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

14. 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

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

16. 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

17. 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

18. 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

19. 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