Class Notes (839,491)
Canada (511,364)
WS 102 (37)
Lecture

WS 102 GROWING UP GIRLS (EDUCATION)

4 Pages
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Department
Women's Studies
Course Code
WS 102
Professor
Tina Davidson

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Growing Up Girls Influences of Education on gender roles *what we are talking about here is the processes of socialization, whereby we learn how to function as members of our social groups. *Socialization is a lifelong process. It can be direct and intentional or indirect and subconscious. It can be blatant or subtle. • Girls have the more ability to develop androgynous traits than boys • Boys are not permitted to behave like girls but girls are easily accepted • Gender stereotype flexibility – starts to understand that boys has to behave this way and vice versa with girls but understanding that everyone is different • *Socialization occurs everywhere, in that there are many agencies of socialization Agencies of Gender Identity Socialization *Parents (and other significant adult role models) *Teachers model gendered behaviours and encourage gender appropriate expectations in their young students. *Peer Group teaches children to negotiate relationships and to identify with gendered behaviour patterns. *Mass media Education systems History: • In 1840s Canada, schooling assumed new importance in socializing the entire population *school is an impersonal agency of socialization. Children learn to understand themselves as one among many. *formal education in Canada began in the mid 1800s because of Industrialization and labour rules regarding children. *North American schools have always tended to reflect the values and goals and ideologies of the white heterosexual middle class. *most Canadian children will spend 13000 hours in the public education system in addition to supervised and formal childcare *the formal education system replaces several roles that used to belong to the family: acquiring social and work skills to become productive members of society, transmission of cultural values, role modelling, etc. *education is not gender neutral, since the society is not gender neutral! *Curriculum: courses of study, materials of study, etc *the hidden curriculum: consciously and unconsciously modelled, rewarded, and punished behaviours *The curriculum is remarkably consistent *the hidden curriculum is about social control, and is based on the idea that the school is a social institution which is to produce properly socialized adults. Much of the hidden curriculum is gendered. *The hidden curriculum begins early, in preschools, day cares, and even after hours care programs Teachers *teachers encourage gender appropriate behaviours even when they think they’re gender neutral. They are more likely, for example, to: *overlook mild aggression or boisterous play among boys *Require girls to resolve conflicts through listening, empathy & negotiation *intervene in and direct girl’s free time *Give girls directions that are explicit and controlling (sit here, talk quietly) where
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