Jones, Rosalyn (1988) An ethnographic study of gender differentiation in a middle school. PhD thesis, University of Leeds.
Abstract
This study examines facets of gender differentiation in
a middle school. Utilizing an ethnographic methodology
emphasis is placed upon the exploration of classroom
interaction, inter-personal relations and participants'
perceptual stances in order to explore how gender is
implicated in the process of schooling. Although
inquiries are located within a micro sociological
context, the study is conducted against a backdrop of
the socio-economic position of women and particular
attention is accorded to the educational experience of
girls and its implications for gender inequality at a
structural level.
The research demonstrates gender differentiation to be a
ubiquitous feature of school life both in terms of its
more formal routines and rituals and in its informal
relations at the interactive level. Conventional
constructs of femininity and masculinity impinge upon
teacher perceptions of,and interaction with pupils,
with the result that girls' competencies are devalued,
they are not subject to the same degree of educative
rigour as boys and, consequently, are marginalized
within the classroom. Various dimensions of teacherpupil
interaction are presented which elucidate the
intricacies of such differentiation and which suggest
how opportunities for enhancing pupils' self-esteem and
facilitating the acquisition of participatory learning
skills are distributed in favour of boys.
Certain preoccupations and predispositions are,
moreover, presented by pupils and the inquiry elaborates
how these are reciprocated with institutional
arrangements and expectancies. In terms of school as a
working environment, educative processes are
demonstrated as potentially more anxiety prcvoking for
girls and, in relation to school as a social milieu,
friendship networks are organized on a hierarchical
basis in response to the contingencies of subject
settings. Thus girls engage in certain ameliorative
strategies and it is maintained, that to the extent that
the school colludes with these, femininity is fostered
in a way which is, in the longer term, educationally
disadvantaging for girls and, ultimately, socially and
economically disadvantaging for women.
Metadata
Supervisors: | Williams, R. |
---|---|
Awarding institution: | University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Identification Number/EthosID: | uk.bl.ethos.383133 |
Depositing User: | Ethos Import |
Date Deposited: | 08 Feb 2010 08:41 |
Last Modified: | 08 Aug 2013 08:43 |
Open Archives Initiative ID (OAI ID): | oai:etheses.whiterose.ac.uk:496 |
You do not need to contact us to get a copy of this thesis. Please use the 'Download' link(s) above to get a copy.
You can contact us about this thesis. If you need to make a general enquiry, please see the Contact us page.