Gender - sexual & gender identities

Question 1

Double standards - Lees (1993)

Answer 1

E- Lees double standards of sexual morality in which boys boast about own sexual exploits but call girl ‘slag’ is doesn’t have a steady boyfriend, dresses in certain way.
E - Reflects patriarchal control as it rewards male sexual activity while shaming and controlling female sexuality. Reinforces dominant heterosexual masculine identities while devaluing femininity.
E - However, it can be detrimental to mens mental health as if they feel they cannot open up due to the double standard as its feminine as as a result they are more likely to struggle with mental health and commit suicide.

Question 2

Verbal abuse - Connell

Answer 2

E - Connell ‘rich vocabulary of abuse’ is one of ways in which dominant ideology and sexual identities are reinforced.
E - e.g. Parker (1996) boys labelled as ‘gay’ for being friendly. These labels hav nothing to do with sexual identity but their function is to simply reinforce gender norms and identities.
E - However, when boys use the word gay to insult someone, it is actually reinforcing their own insecurity and not its patriarchal strength.

Question 3

The male gaze - Mac an Ghaill (1994)

Answer 3

E - Mac an Ghaill argues male gaze is the way pupils and teachers look girls up and down, seeing them as sexual objects and making judgements about their appearance.
E - Sees this as a form of surveillance where boys regulate both their own and others masculinity by demonstrating heterosexual powers - priorities male dominance and objectifies female students.
E - However, symbolic interactionism also emphasises individual agency suggesting girls can react to the male gaze in different ways such as rejecting it or redefining its impact.

Question 4

Laddish subcultures - Epstein (1998)

Answer 4

E - Epstein examines the way masculinity is construct within school. She found WC boys are likely to be harassed, labelled as sissies and subject to homophobic verbal abuse if they appear to be ‘swots.’
E - These interactions underscore how male groups collectively construct male norms emphasizing traits such as toughness. As a result, WC boys tend to reject schoolwork to avoid being called ‘gay.’ As Epstein observes real boys don’t work and if they do they get bullied.
E - Willis argues that they do it as they view education as irrelevant to their future working class roles - ‘counter school subculture’ - broader view.

Question 5

Female peer groups - Ringrose (2013)

Answer 5

E - Ringrose study of 13-14 year olds WC peer groups in South Wales school found being popular was crucial for their identity - idealised feminine identity, sexualized identity.
E - These interactions reveal how peer groups function as sites where dominant femininities are both reinforced and contested, influencing girls social positioning.
E - However, it only focuses on femininity based on heterosexual girls, and ignores, lesbian queer or asexual girls. She misses how some girls activey step out these presures.

Question 6

Teachers & discipline - Askew & Ross (1988)

Answer 6

E - Askew & Ross observed that male teachers often exhibit protective behaviours towards female colleagues such as intervening to address disruptive students in their class.
E - Such actions contribute to the continuation of traditional gender norms within education as it reinforces the idea they are less capable of handling challenging situations, teaching the younger girl students women cannot cope alone.
E - However, Williams (1992) glass escalator - men in female professions such as teaching often experience advantages to get them into higher positions. Suggests their protective behaviour comes from systematic expectations not only personal attitudes.