Gender role behavior is learned from an early age and encouraged by the role expectations of the environment. Thinking in two sexes results in ideas and expectations in every human being as to how one's own or the opposite sex should be or behave. These ideas are a formative and formative element in interaction and communication. In this way, "gender" is constantly being produced as a social construction in everyday life. This process is called "Doing Gender". The institution of school is also a social system in which the construction of gender plays an important role.
As part of this work, the topic of "Doing Gender" in primary school is dealt with. The aim is to work out how teachers contribute to the construction of gender in primary school. There are only a few studies on this not entirely uncomplicated field of school research to date. This is surprising, since teachers play an important role in the design of everyday school life.
First, a basis for the further procedure is created by defining the terms "gender" and "doing gender". The next chapter deals in more detail with "gender" in primary school. For this purpose, the gender differences in terms of performance and interactions between pupils and teachers are also discussed. Afterwards, teaching examples will be used to show how "Doing Gender" takes place at school. The last chapter explains how gender differences and stereotyping can be avoided by means of a gender-sensitive school atmosphere. For this purpose, it is first presented what constitutes a gender-sensitive school, what challenges arise for the teachers and how the blockages to gender-sensitive action can be put an end to.
Table of Contents
1. Introduction: Gender theoretical foundations
1.1 Definition of "Gender"
1.2 Definition "Doing Gender"
1.3 Summary
2 Gender in primary school
2.1 Gender differences in school
2.1.1 Gender-typical school performance of pupils
2.1.2 Gender-related interactions at school
2.2 Doing gender in everyday school life – teaching examples
2.3 Summary
3. Towards greater gender equality
3.1 Gender-sensitive school
3.1.1 Challenge for teachers
3.1.2 Opportunities and blockages towards gender-level school culture
3.2 Summary
Research Objectives and Themes
This work investigates the social construction of gender within the primary school environment, specifically focusing on how teachers contribute to the "doing gender" process through their interactions, expectations, and pedagogical choices.
- Theoretical foundations of "gender" and the social process of "doing gender."
- Analysis of gender-typical performance and behavioral patterns in primary school.
- Examination of how teacher-student interactions inadvertently reinforce gender stereotypes.
- Strategies for fostering a gender-sensitive school culture.
- The necessity of individualization to move beyond rigid gender categories in education.
Excerpt from the Book
2.2 Doing gender in everyday school life – teaching examples
At school, teachers, as well as peers, parents or other adults, are important interaction partners for boys and girls who are involved in social practices and thus in the construction of gender.18
Teachers are not neutral beings, they are neither perceived gender-neutrally by the students, nor are they themselves free of gender-related assumptions and prejudices about their students.19 On the one hand, there are teachers who try to act "gender-free", not to make any distinctions between the sexes, to treat everyone equally. You can see that there are gender differences, e.B in interests and achievements. However, the causes do not allow them to be traced back to interactions in which they themselves are actively involved, but rather to interactions in families or in society in general. On the other hand, there are teachers who want to compensate for disadvantages, consciously pay attention to gender differences and come to terms with gender equality. Ultimately, both groups contribute to the reproduction of the gender relationship. The first group remains involved in the doing gender process, like the students themselves, and reproduces the "normal" gender images." The second group dramatizes the differences between the sexes.20 Here, the teachers dramatization - understood as an explicit focus or thematization of gender - is. 21 This means that teachers and teachers make explicit reference to gender.
Summary of Chapters
1. Introduction: Gender theoretical foundations: This chapter defines key concepts, establishing that gender is a socially constructed category acquired through interaction rather than innate biological traits.
2 Gender in primary school: This section explores how gender differences manifest in school performance and student-teacher interactions, providing teaching examples to illustrate the "doing gender" process.
3. Towards greater gender equality: This chapter discusses the necessity of gender-sensitive schooling, the challenges teachers face in overcoming stereotypes, and the importance of individualization to dismantle gender-based barriers.
Keywords
Gender, Doing Gender, Social Construction, Primary School, Gender-sensitive School, Teaching Examples, Gender Stereotypes, School Performance, Interaction, Individualization, Educational Equality, Gender Competence, Pedagogy, Teacher Expectations, De-dramatization
Frequently Asked Questions
What is the core focus of this publication?
The work focuses on the social construction of gender within the primary school system, specifically analyzing how pedagogical interactions contribute to the "doing gender" process.
What are the central themes discussed in the text?
Key themes include gender-specific school performance, teacher-student interaction patterns, the role of stereotypes, and strategies for creating a more gender-sensitive learning environment.
What is the primary objective of this research?
The aim is to identify how teachers actively or unconsciously contribute to gender construction in primary schools and to propose ways to mitigate these effects through a gender-sensitive approach.
Which scientific methodology is utilized?
The work employs a theoretical analysis based on existing school research and observational studies, supported by practical classroom examples of "doing gender" in action.
What is covered in the main section of the book?
The main section details the theoretical basis of gender construction, analyzes performance gaps in subjects like mathematics and reading, and evaluates how teacher expectations influence student behavior.
Which keywords best characterize this work?
The most relevant keywords are Gender, Doing Gender, Social Construction, Primary School, Gender-sensitive School, and Individualization.
How do teachers typically reinforce gender stereotypes in the classroom?
The text explains that teachers often perform "dramatization," where they explicitly highlight gender differences, such as assigning subjects as "male" or "female" domains, or reacting differently to boys' and girls' behavior.
Why does the author suggest "de-dramatization" as a solution?
De-dramatization is suggested because treating gender as a central, highlighted category often reinforces stereotypes; instead, focusing on the individual student's needs and resources is proposed as a more effective pedagogy.
- Arbeit zitieren
- Anonym (Autor:in), 2011, Doing Gender. Social Construction of Gender in School, München, GRIN Verlag, https://www.grin.com/document/1175807
