Subject Choice & Identity:Another key aspect of the Gender & Achievement Topic is to examine the

differences in Subject Choice & Gender Identity of males & females.

Regardless of the improved position of females within education, there still seems to

be a traditional ‘masculine’ & feminine’ divide when it comes to subject choices. This

has interested sociologists as it suggests that, despite attempts to break down the

gender gap within education, traditional gender identities are still extremely

significant.

Feminists have long argued that the education system makes sure that males and

females stay unequal in British society.

Boys & girls tend to choose different Subjects

wherever possible i.e. Boys choosing Design &

Technology whilst girls choose Food

Technology.

Wikeley (1996):

These differences are also apparent in post-compulsory

education where a significant amount of males opt for Maths &

Physics at A-Level where as many girls choose English,

Languages and…….Sociology.In 2007, only 1/ 100 construction students were

female – showing a divide in Vocational Areas

also.

This subject divide is explained by sociologists by examining 4 key areas:

1) Socialisation

These arguments suggest that, at a very young

age, children are ‘shaped’ into ‘Gender-Roles.

This is spurred on by the process of

‘Canalisation’.

Gender Socialisation is the process of

learning the behaviour expected of

males & females in society

Oakley (1973):

Elwood (1998):Differences in socialisation leads to

different attitudes towards &

accordingly differences in subject

choices between boys & girls.

Boys tend to read information

texts whilst girls generally opt

for novels & real-life stories.

From the earliest years girls are talked to and cuddled more, whilst boys

are thrown around vigorously. Girls are seen as fragile, boys are not.

Parents have different expectations of their children, socialised, play

different games, expected to do different activities round the house.

Delamont (2000):

Carol Ross (1991): ‘Boys Don’t

Cry’.Socialisation teaches & reinforces ‘Gender

Domains’.Different tasks & expectations fall within either male or female

domains. As such males/ females feel more confident within their

set/ expected gender domain & thus choose different subjects.

Patricia Murphy (1991):Boys & girls interpret

tasks differently.> Boys designed power boats & battleships / Girls designed cruise ships.

> Boys designed sports cars / Girls designed family cars.

> Boys focused on garage space in their adverts/ Girls on décor & kitchen design.

Murphy set 2 tasks for primary & secondary school pupils1) Design boats/ vehicles2) Write an estate agent

advert for a house……………

2) Gender Identity &

Image:Many sociologists who study gendered subject choice argue that the subjects

themselves have male/ female images.

Colley (1998):ICT / Computer based subjects are seen as masculine:> Machines are part of the male gender domain> Methodical & individual which appeals to boys.

> Science Teachers more likely to be male

> Textbooks & class examples usually draw

on boys experiences & interests.> Boys monopolise equipment & apparatus.

Kelly (1979): Science for

Girls

In 2007 the DfES found that gendered

subject image was not such a problem

in same-sex schools & therefore subject

choice varied greatly amongst pupils in

these schools.

3) Peer Pressure:

Girls who choose sport are often stigmatised as it is seen to fall

within the ‘Male Gender Domain’. Peer pressure exerts a huge

influence over subject choice.Dewar (1990):

In her US study she found that girls would be

labelled as ‘Lesbian’ or ‘Butch’ if they got

involved in sports.This problem is lessened in same-sex schools

where gender stereotypes are not so rigid.

Paetcher (1998):

4) Gendered Career

Opportunities:Subject choice might also be influenced by the gendered

employment patterns.

Females are largely centred around four main areas (Clerical,

Secretarial, Personal Services & Cleaning Work (men make up

only 1/6 of workers in these areas.

Males are heavily involved in vocational courses which lead to

more practical work.

Gender Identities are also reinforced within schools & as such could contribute to

differences in subject choice (as well as educational experience) between males &

females……………

Schools reinforce ‘Hegemonic Masculinities’ (the dominance of heterosexual masculine identities & the subordination of female & gay identities.

Connell (1995):

Why might this be detrimental

to Male achievement within education?

1) Verbal Abuse:

Girls who choose sport are often stigmatised as it is seen

to fall within the ‘Male Gender Domain’. Peer pressure

exerts a huge influence over subject choice.

Paetcher (1998):

In her US study she found that girls would be labelled as ‘Lesbian’ or ‘Butch’ if they got involved in sports.

Dewar (1990):

This problem is lessened in same-sex schools where gender stereotypes are not so rigid.

Epstein (1998):

2) Male Peer Groups:

3) Teachers &

Discipline:

Mac an Ghaill (1994):

Willis (1977):

All found evidence of male anti-school

subcultures where anything other than masculine values were ridiculed

& devalued.

Mac an Ghaill (1994): Also found that male teachers would subtly tease male pupils

for ‘behaving like girls’ & were more likely to simply accept bad language from

males.4) The Male Gaze:

Furthermore, Mac an Ghaill (1994) suggests that male pupils & teachers perceive

female pupils & colleagues from a typically hegemonic masculine perspective i.e.

As sexual objects. Thus feminine attributes become devalued.

5) Double Standards:

Lees (1993) argues that a double standard exits whereby male ‘liberal’-sexual

morality is celebrated whereas females are negatively labelled if their sexual

morality is ‘liberal’.This translates in the classroom where female sexual experiences are always labelled

as ‘promiscuity’ by teachers & viewed negatively. This restricts female behaviour &

expression.

6) The Hidden Curriculum:It is also argued that the Hidden Curriculum has ‘Male-

Overtones’ i.e. that the HC reinforces traditional gender

identities/ domains……

TextbooksDeem (1980) Believes that most subjects have a male bias

and this is reflected in textbooks. History (His Story) is male

history, with textbooks ignoring the female contribution to

history.

LanguageSpender (1988) Argues that there is a fundamental male bias in the

English language, for example; using ‘man’ and ‘he’ to stand for

both sexes, using words such as chairman.

Organisation

The way that schools / colleges are organised, can again send

certain messages to males and females about their likely

positions in society i.e. Men tend to be found at the top of the

hierarchy and women at the bottom.

Women make up 60% of teachers, but they tend to be

concentrated in primary education (low status) or the lowest

paid teaching jobs.

Lobban (1976) Found in her analysis of 6 reading schemes, that out of

225 stories, only 2 showed women who were not engaged in domestic

tasks. Males were however shown in a number of different roles – this

she argued gave the idea to the children of the different roles of

males and females.

Teachers Attitudes

Some sociologists argue that teachers have stereotyped attitudes

towards males and females which may affect how they treat

them in the classroom, this can effect subject choice and how

males and females feel about their place in society.

Goddard – Spear (1984) Looked at ‘science and technology’ teacher’s attitudes to

the female role in society;> 51% of science teachers agreed that women were as good as men at technical

things.> 42% agreed that a woman’s career is not as important as a mans.

> 29% thought a woman’s place was in the home.

Interactions Some feminists have argued that even unconsciously

teachers see boys as more important and so give them

more attention in class. This again reinforces the idea

that males are more important then females.

Spender (1982) –When spender tape recorded lessons given by herself, she had

given the girls 42% of her time, whilst the boys received 58%.Other

teachers she had taped were also surprised that they had given more time

to boys. Spender believes that the only way girls will get a fair treatment in

education is by going to a single sex school.

Stanworth (1983) Interviewed teachers and pupils on A Level courses in an F.E

college. She found teachers gave more attention to boys and expected more

from them. They were more likely to know the names of the boys. She believes

that a girls experience inn education means she is disadvantaged and

encourages to accept her position as second best in adult life.