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
- Introduction: Gender theoretical foundations
- Definition of "Gender"
- Definition "Doing Gender"
- Summary
- Gender in primary school
- Gender differences in school
- Gender-typical school performance of pupils
- Gender-related interactions at school
- Doing gender in everyday school life - teaching examples
- Summary
- Towards greater gender equality
- Gender-sensitive school
- Challenge for teachers
- Opportunities and blockages towards gender-level school culture
- Summary
Objectives and Key Themes
This work examines the social construction of gender in primary school, focusing on how teachers contribute to this process. It aims to analyze the existing gender differences in school performance and interactions, using teaching examples to illustrate the concept of "doing gender." The study explores how a gender-sensitive school environment can mitigate gender differences and stereotypes.
- The social construction of gender in everyday life, particularly within the school setting.
- Gender differences in school performance and pupil-teacher interactions.
- The concept of "doing gender" and its manifestation in primary school classrooms.
- Challenges and opportunities for teachers in creating a gender-sensitive school environment.
- Strategies for promoting gender equality in primary education.
Chapter Summaries
Introduction: Gender theoretical foundations: This chapter lays the groundwork by defining key concepts: "gender" as socially constructed characteristics and behaviors distinct from biological sex, and "doing gender" as the ongoing social production of gender through interactions. It distinguishes between sex (biological) and gender (social), highlighting how societal expectations shape individuals' presentation and perception of gender. The chapter establishes a theoretical framework for understanding how gender is actively created and reinforced in daily life, setting the stage for exploring its manifestation in the school environment. Specific examples are given of how gender is socially constructed in many aspects of life from birth onward and how it becomes naturalized through social norms.
Gender in primary school: This chapter investigates gender dynamics within the primary school context. It acknowledges the ideal of equal opportunity in co-educational settings, yet highlights persistent gender inequalities in academic performance and social interactions. The analysis includes examples of how gender differences are expressed and reproduced through teaching and learning practices in primary school. It sets the stage for analyzing examples of "doing gender" in the primary school environment.
Towards greater gender equality: This chapter focuses on fostering gender equality within primary schools. It defines the characteristics of a gender-sensitive school and addresses challenges faced by teachers in promoting such an environment. The discussion likely includes obstacles to gender-sensitive practices and strategies to overcome these barriers, aiming to create a more inclusive and equitable learning experience for all students, irrespective of gender.
Keywords
Gender, Doing Gender, Primary School, Gender Equality, Gender-Sensitive School, Gender Stereotypes, Social Construction, Teacher's Role, Co-education, Gender Differences, School Performance, Interactions.
Frequently Asked Questions: A Comprehensive Language Preview on Gender in Primary School
What is the main focus of this text?
This text examines the social construction of gender in primary schools, focusing on how teachers contribute to this process. It analyzes gender differences in school performance and interactions, using teaching examples to illustrate "doing gender." The text also explores how a gender-sensitive school environment can mitigate gender differences and stereotypes and promotes gender equality in primary education.
What are the key concepts defined in the text?
The text defines "gender" as socially constructed characteristics and behaviors distinct from biological sex, and "doing gender" as the ongoing social production of gender through interactions. It highlights how societal expectations shape individuals' presentation and perception of gender, differentiating between sex (biological) and gender (social).
What are the key themes explored in the text?
Key themes include the social construction of gender in the school setting, gender differences in school performance and pupil-teacher interactions, the manifestation of "doing gender" in primary school classrooms, challenges and opportunities for teachers in creating a gender-sensitive school environment, and strategies for promoting gender equality in primary education.
What are the chapter summaries?
The Introduction lays the theoretical groundwork by defining key concepts and establishing a framework for understanding how gender is actively created and reinforced. The chapter on Gender in primary school investigates gender dynamics in primary schools, highlighting inequalities in academic performance and social interactions, and providing examples of "doing gender." Finally, Towards greater gender equality focuses on fostering gender equality, defining a gender-sensitive school, and addressing challenges faced by teachers in promoting such an environment.
What are the key words associated with the text?
Key words include Gender, Doing Gender, Primary School, Gender Equality, Gender-Sensitive School, Gender Stereotypes, Social Construction, Teacher's Role, Co-education, Gender Differences, School Performance, and Interactions.
What is the overall objective of this work?
The objective is to analyze the existing gender differences in school performance and interactions and to explore how a gender-sensitive school environment can mitigate gender differences and stereotypes. It aims to provide practical insights and strategies for promoting gender equality in primary education.
What kind of examples are used to illustrate the concepts?
The text uses teaching examples to illustrate the concept of "doing gender" and to show how gender differences are expressed and reproduced through teaching and learning practices in primary school. Specific examples of how gender is socially constructed from birth onward and how it becomes naturalized through social norms are also provided.
Who is the intended audience for this text?
The intended audience is likely educators, researchers, and students interested in gender studies, education, and sociology. The text is suitable for academic use, focusing on analyzing themes in a structured and professional manner.
- Citation du texte
- Anonym (Auteur), 2011, Doing Gender. Social Construction of Gender in School, Munich, GRIN Verlag, https://www.grin.com/document/1175807
