Gender Identity

Question 1

Male Peer Groups

Answer 1

• use verbal abuse to reinforce their definitions of masculinity, e.g. Willis’ boys in anti-school subculture
• Mac an Ghaill shows how peer groups reproduce a range of different class-based masculine gender identities, e.g. ‘macho lads’

Question 2

Teachers and Discipline

Answer 2

• Haywood and Mac an Ghaill found that male teachers told boys off for ‘behaving like girls’
• reinforces male stereotype of being tough, emotionless
• Franis found that girls are expected to be quiet and conformists
• ensures girls will become submissive and do what they are told

Question 3

Male Gaze

Answer 3

• seeing women as sexual objects
• dominant masculinity is reinforced and femininity devalued

Question 4

Double Standards

Answer 4

• apply one set of moral standards to one group but a different set to another, e.g. boys boast about their sexual adventures
• reinforces ‘hegemonic masculinity’

Question 5

Verbal Abuse

Answer 5

• Francis found that boys dominate classroom discussion
• belittle behaviour they see as girly or gay such as for being friendly with girls
• boys use terms of abuse related to women or female body parts

Question 6

Female peer groups: policing identity

Answer 6

• Archer found that working class girls gained a symbolic capital by performing a hyper-heterosexual feminine identity
• e.g. constructing a ‘sexy’ appearance
• Currie et al found that girls have to balance competing demands, being loyal to the female subculture whilst competing for boys in the dating culture
• too competitive for boys, ‘slut shaming’