Gender Internal

Question 1

Connell

Answer 1

P – Define Patriarchy
E – Hegemonic masculinity, Connell (1995)- heterosexual male identity dominates and subordinate’s female and gay identities
E – Verbal abuse, male gaze, peer groups use ‘rich vocabulary’ of abuse, lower school = macho lads, 6th Form = ‘Real’ Englishmen
L – No matter the year, girls subject to a superior group, always deemed inferior, thus reinforcing traditional values of family
E – Deficit view, victim

1995

Question 2

Ringrose

Answer 2

P – Define Peer pressure
E – Girls subject to peer group judgement, Ringrose (2013)- being popular crucial to girls’ identity, transition from friendship to heterosexual dating culture
E – Faced tension between idealised and sexualised identity, fine line between being frigid and slut shamed
L – In an attempt to gain symbolic capital girls still risk being labelled
E –

2013

Question 3

Mac an Ghaill

Answer 3

P- Teachers reinforce and legitimate dominant definitions of gender
E – Through use of punishment, Mac an Ghaill (1996)- teachers told boys off for ‘behaving like girls,’ ignore boys verbal abuse, blaming girls for attracting it
E –Or reverse effect where male teacher behaviour held protective attitude towards female colleagues, coming to ‘rescue’ them from threatening pupils
L – Both reinforce the idea that women are inferior and reliant upon men for acceptance and safety
E – marxist- ignores social class as a key exploiter

1996

Question 4

Browne + Ross

Answer 4

P – Define Gender role Socialisation
E – From early age boys and girls dressed differently, Browne + Ross (1991)- early experiences + expectations of adults, boys in STEM, girls in humanities etc.
E – Higher paying roles are often in STEM careers, women more likely to stay at home performing role of mother
L – Gender domain used to legitimate traditional identities
E – Single sex schooling, Leonard (2006)- found fewer stereotypes surrounding subjects, perception of subject formed internally

1991

Question 5

Fuller

Answer 5

P – Define Gendered career opportunities
E – Vocational courses gender specific, WC pupils make choices on courses based on traditional gender identity, reflecting WC habitus and expectation- Fuller (2011)
E – Employment highly gendered, 50% female employment falls within clerical, secretarial, personal services
L – Ambition arises from work placements/ experience, e.g. nursery + retail for girls, typically part-time roles encouraging role within the home
E – Davis + Moore (1946) role allocation

2011