Lecture notes: Gendered and raced school experiences

ED2BLG 15/11

Gendered & Raced School Experiences

Girl Boy Commonalities between masculinity…

Humanity subjects STEM subjects Physical: Emotions:
 Tattoos  Lack of emotion
Overachieve/ Underachieve  Muscles  Strong
perfect students  Tall height  Leader
Coursework Exams  Beard  Dominant/takes charge
 Good physique  Aggressive
 Authorative
 Jocker
McDowell, 2003:  Jock
Redundant Masculinities.  Strong silent type
 Less masculine job roles  Big shot
= lack of masculinity  Action hero
Shift from socio
 Buffoon
economic status/class
 culture &
consumption

Masculinity in late
modernity

Ghaill & Haywood, 2011:
Embodied aesthetic (looks rather
than status)
Shift from socio
economic status 
aesthetic. How can education tackle the issue of the
crisis of masculinity?
What is hegemonic masculinity in schools?
 Avoid the use of gendered language
 Constructed in relation to femininity &  Give students options to see things in a
subordinated forms of masculinity. different light
E.G.:  Challenge student’s perspectives
 Privileging STEM subjects  Give them alternative knowledge &
 Competition skills to help change their perspective.
 Individualism  Encourage/support them to avoid taking a
 Authority Lad culture socialised path.
 Willis, 1977  Equal representations of both teachers
within classrooms (E.G. teachers)
Bad boys School Exclusions
 Archer, 2010
Permanent exclusions:
 3,928 (down from 5,057
in 2019/20)
Masculine  0.05% (down from
typologies within 0.06% 2019/20)
school
Chavs
 Atkins, 2009 Suspensions:
 352,454 (up from
2019/20)
Rude boys  4.25% (up from 3.76%