(2 paragraph on the feminist explanation of the role of education)
One way that feminists argue that the role of education transmits ideas and values is through social
control. This is argued to be the system in which deeply inlays and asserts male dominance and
gender patriarchy. Social Control is where the ideals of men and those at the top of what the
feminists see as the ‘gender hierarchy’ impede their traditional values through male gaze and sexual
double standards. Male Gaze is the system in which women are depicted through arts and literature
to entwine to fact male masculinity and female femininity. Furthermore, an example of this is how in
works of literature females are often depicted as sexualised objects – which causes ideas of
hypersexuality and obsession continues as the women who experience this at their most malleable
and influenceable stage. More so, this reinforces patriarchal values as boys are shown this view and
belief to be ‘normal’ which leads to a state of inertia in the progress of lessening female knowledge
due to the continuance of male dominance within society. Sexual double standards is how boys and
females are given vastly different experiences within education and have different standards and
sanctions for different behaviours. Feminists argue that the idea of ‘boys will be boys’ and toxic
masculinity helps assert male dominance as they are often given attention and support for
misbehaviour whereas females are given heavy sanctions in comparison. Alternatively it can be
argued that the state of education is changing as women’s continually break through the oppression
in society and reach the top of and destroy the ‘gender hierarchy’ – with equality becoming more
achievable and domination of males being lessened in affect. Furthermore, the belief of gender
hierarchy and the complete restriction and suppression of women sufficiently lacks temporal validity
with society opinions and beliefs concurrently changing old ideals and theories published can not
aptly be at the forefront of an argument. This shows that whilst the feminists believe education
transmits ideas and values throughout social control, it’s research may perhaps be insufficient or not
modern enough to criticise the current social system within the UK, to state the distinct benefits that
men receive and repression unto women.
Another way in which feminists argue that the role of education transmits ideas and values is
through sifting and sorting. This function provides the gender script and sorts people into societal
roles and norms through gender, emphasised by the ‘hidden curriculum’ and how this designates
pre-determined roles to be achieved, almost like a fate. Feminists argue that education is ruled by
traditional values and these are embedded and inset into the institution to determine student’s
outcomes as a result of their gender. For example, the idea of ‘gender scripts’ is that teachers and
One way that feminists argue that the role of education transmits ideas and values is through social
control. This is argued to be the system in which deeply inlays and asserts male dominance and
gender patriarchy. Social Control is where the ideals of men and those at the top of what the
feminists see as the ‘gender hierarchy’ impede their traditional values through male gaze and sexual
double standards. Male Gaze is the system in which women are depicted through arts and literature
to entwine to fact male masculinity and female femininity. Furthermore, an example of this is how in
works of literature females are often depicted as sexualised objects – which causes ideas of
hypersexuality and obsession continues as the women who experience this at their most malleable
and influenceable stage. More so, this reinforces patriarchal values as boys are shown this view and
belief to be ‘normal’ which leads to a state of inertia in the progress of lessening female knowledge
due to the continuance of male dominance within society. Sexual double standards is how boys and
females are given vastly different experiences within education and have different standards and
sanctions for different behaviours. Feminists argue that the idea of ‘boys will be boys’ and toxic
masculinity helps assert male dominance as they are often given attention and support for
misbehaviour whereas females are given heavy sanctions in comparison. Alternatively it can be
argued that the state of education is changing as women’s continually break through the oppression
in society and reach the top of and destroy the ‘gender hierarchy’ – with equality becoming more
achievable and domination of males being lessened in affect. Furthermore, the belief of gender
hierarchy and the complete restriction and suppression of women sufficiently lacks temporal validity
with society opinions and beliefs concurrently changing old ideals and theories published can not
aptly be at the forefront of an argument. This shows that whilst the feminists believe education
transmits ideas and values throughout social control, it’s research may perhaps be insufficient or not
modern enough to criticise the current social system within the UK, to state the distinct benefits that
men receive and repression unto women.
Another way in which feminists argue that the role of education transmits ideas and values is
through sifting and sorting. This function provides the gender script and sorts people into societal
roles and norms through gender, emphasised by the ‘hidden curriculum’ and how this designates
pre-determined roles to be achieved, almost like a fate. Feminists argue that education is ruled by
traditional values and these are embedded and inset into the institution to determine student’s
outcomes as a result of their gender. For example, the idea of ‘gender scripts’ is that teachers and
