1 / 42

Gender and Culture

Gender and Culture. Gender and Culture. Lee Wan Shuen, Gloria (10273987) Wan Siu Fung, Vance (10273584). Gender and Culture. Topic: In the school /educational institution an agent for gender socialisation? Ask at least 100 students on this. Outlines. Introduction

ondrea
Télécharger la présentation

Gender and Culture

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Gender and Culture

  2. Gender and Culture • Lee Wan Shuen, Gloria (10273987) • Wan Siu Fung, Vance (10273584)

  3. Gender and Culture Topic: In the school /educational institution an agent for gender socialisation? Ask at least 100 students on this.

  4. Outlines • Introduction • Definition of Gender Socialisation and School • Methodology of Research • Description and Analysis of the Questions from Research • The Limitation of Research • Suggestion • Conclusion

  5. Introduction • Investigate the impact gender socialisation has on the gender inequities existing in the area of education • The review covers how gender socialisation occurs at school • How gender socialisation results in gender inequities in the area of education Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations." (Sadker, 1994)

  6. Gender Socialisation • We are not born into our gender roles; rather we learn them. • Learning of behavior and attitudes considered appropriate for a given sex. • Boys learn to be boys and girls learn to be girls. • This "learning" happens by way of many different agents of socialization. • The school is certainly important in reinforcing gender roles

  7. School • Institutionalized feature of everyday life for children. • To disseminate information • The school is the agency responsible for socializing groups of young people in particular skills and values in our society

  8. Methodology of Research • Set up the questionnaire on the internet • Ask for 50 boys and 50 girls who aged between 12-23 respectively • Boys: http://www.my3q.com/home2/24/vance_fung/89992.phtml • Girls: http://www.my3q.com/home2/24/vance_fung/40797.phtm

  9. The Questionnaire 1. Is it true that boys wear trousers and girls wear dress as school uniform in your secondary school ? 2(a).Do you notice that what roles usually played by male in text book ? 2(b).Do you notice that what roles usually played by female in text book ?

  10. The Questionnaire 3(a).Which subjects do you think are more suitable for boys studying in school? 3(b).Which subjects do you think are more suitable for girls studying in school? 4.Which types of responses do you usually receive from your teachers?

  11. The Questionnaire 5. What punishment did you receive from teacher when you forgot to bring your textbooks or notes? 6. To you, which issue will be more acceptable?

  12. Question 1 Is it true that boys wear trousers and girls wear dress as school uniform in your secondary school?

  13. Question 1 • From kindergartner, most of us need to wear school uniform • Most of interviewees agree that Boys wear trousers and Girls wear dress in secondary school school uniform can be a sign of gender • Boys usually wear trousers and Girls wear dress

  14. Question 2 (a) Do you notice that what roles usually played by male in the text book? (b) Do you notice that what roles usually played by female in the text book?

  15. 2(a)Male plays in textbook

  16. Description In Boys and Girls’ opinion… • Policeman (29.1% / 28.1%) is the most suitable career for male in textbooks. • Fireman (26% / 25.1%) and doctor (21.1% / 20.7%) are also fitting for male. • Nurse (1.24% / 0.74%) is considered as the most unsuitable for male.

  17. 2(b) Female plays in textbook

  18. Description In Boys and Girls’ opinion… • Nurse (34.5% / 33.3%) is the most suitable career for female in textbooks. • Teacher (25.8% / 30.1%) and Secretary (26.6% / 27.9%) are also fitting for female. • Fireman and Chef (0.73%)are considered by girls as the unsuitable career. • Boys consider Chef (1.66%) as the most unsuitable job for female.

  19. Question 2 • In school teachers will teach the knowledge from the textbook • Boys stereotypes about powerful role- fireman & policeman • Girls stereotypes about affective roles- teacher, nurse & secretary • Books, especially basal readers used by teachers in support of their curriculum are virtually always male-dominated

  20. Question 3 (a) Which subjects do you think are more suitable for boys studying in school? (b) Which subjects do you think are more suitable for girls studying in school?

  21. 3(a) Subjects for Boys

  22. Description In Boys and Girls’ opinion… • Mathematics (16.6% / 16.6%), Computer (16.6% / 16.2%) and Sport (16.6% / 17.7%) are most suitable subjects for female in textbooks. • Geography (4.16% / 2.19%) and History (4.16% / 1.75%) are considered as most unsuitable subjects for male.

  23. 3(b) Subjects for Girls

  24. Description In Boys and Girls’ opinion… • History (22.8% / 22.2%) and Geography (19.6% / 22.2%) are most suitable career for female in textbooks. • Sport (3.92%) are considered by boys and Physic (2.4%) are considered by girls as most unsuitable for male.

  25. Question 3 • Mathematics, Science and Computer Technology remain male domains • Female usually study Geography & History • Sports fields where female lose ground • It is continuous to harbor lower expectations for girls to take classes in Math and Science

  26. Question 3 • Girls avoiding certain subjects classified as masculine (such as the Natural Sciences) • Boys opting for subjects classified as feminine (such as Modern Languages) or socially neutral (such as English Literature). • Academic programs separate the gender

  27. Question 4 • Which types of responses do you usually receive from your teacher?

  28. Description • Most of the students ,either boys (38%)or girls(67%), received acceptable response from teachers. • Amount of compliment response received by boys is more double than girls. • At the same time, boys received about 8% more criticism response from teachers than girls.

  29. Question 4 • More than 60% of girls received acceptable response, such as “O.K.”and “uh huh” • However, more precise teacher comments are more often directed to boys • Teacher feedback or criticism by teachers differs as well resulting in gender inequities in the classroom, thereby contributing to gender socialization at school

  30. Question 4

  31. Question 5 • What punishment did you receive from teacher when you forgot to bring your textbooks or notes?

  32. 5.Punishment for students

  33. Description • Using 5 categories of punishment to students 1. No punishment 2. Copy the textbook 3. Stand outside the classroom 4. Stay after school 5. Others • In fact, the proportions of receiving 5 categories of punishment by boys and girls are similar.

  34. Question 5 • Traditionally, girls are generally much better behaved and obedient • Compliance with the rules seems to be the motivation factor for the girls • Girls get better grades and less punishment • Fewer punishments than boys as well • However, the situation is charging

  35. Question 6 • To you which issue will be more acceptable? A. Girls participate in activities which are seen as masculine such as football B. Boys participate in activities which are seen as feminine such as dance

  36. Description In Boys and Girls’ opinion… • Girls participate in activities which are seen as masculine such as football (60%) is more accepted than boys participate in activities which are seen as feminine such as dance (40%)

  37. Question 6 • Fortunately, the data capture from boys and girls are the same • They comparatively accept that girls participate extra curricular activities which are seen as masculine such as football • In other words, people still think that boys should be much more powerful so that they don’t accept boys participating in feminine extra curricular activities

  38. The Limitation of Research • the sample • the level of interviewee • the backgrounds of interviewee  e.g. family, co-education etc

  39. Suggestion What changes can be made to create a more equitable learning environment for all students? • teachers need to be made aware of their gender-biased tendencies. • they need to be provided with strategies for altering the behavior. • efforts need to be made to combat gender bias in educational materials

  40. Conclusion • Gender gap must actually appear due to the way the material is presented in textbooks and in class • Also, due to social factors like the interaction between teachers and students

  41. References Bibliography • Brym, Robert J.2003 Sociology: Your Compass For A New World Canada: Wadsworth Thomson Learning • Ferrante, Joan 2000 Sociology: The United States in a Global Community United States: Wadsworth Thomson Learning • Henslin, James M. 2000 Essentials of Sociology: A Down-to-Earth Approach(3rd Edition) Boston: Allyn and Bacon • Macionis, John J.1999 Sociology. Upper Saddle River, New Jersey: Prentice Hall

  42. Q & A

More Related