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Lecture 7

SOCC38H3 Lecture Notes - Lecture 7: Redneck

Course Code
Ann Mullen

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- CUT: Ferguson, Chps 1-4; NOW: Only pages 1-11, 17-23, 40-47
- ADD: Intersectionality 101,” by Olena Havinsky, pg 1-23
- Try to move beyond description and go more into critical. Be able to craft an
- Not meant to describe personal experiences, but to focus on social analytical
- Idea that masculinity and femininity is plural. There are multiple kinds of
masculinity and femininity
- How does this look in a rural, depressed community? What are the types of
masculinity comprised in this community?
- Sets out to answer: How does gender shape the educational experiences of
- Observation: People say that girls are outperforming boys in school (in general) –
viewed in grades. Girls are doing better than boys. Gender gap favours girls over
boys. Trends are prominent in urban black and latio girls. Black women in US are
much more likely to go to university compared to Black men. Girls are also much
more likely to high higher ambitions. What is this disconnect that causes them to
have lower aspirations?
- Adds to existing research in 3 ways:
oMost research looks at urban and very looks at rural settings . Some rural
settings share the same characteristics as urban (economic recessions,
different economic settings)
oBoys are disadvantaged. More attention is needed, he changes this by
saying that schools are disadvantaging boys.
oChallenges that dichotomous model of gender—girls has these scores,
boys have these scores. We need to see the variation within boys and
within girls. Gender gap idea, and that gender difference idea. Boys and
girls are reinforced and we see different gender differences. Seeing
different gender differences, example: boys getting distracted in class,
they need active learning techniques
- His contributions
oWhite is a race. Most studies focuses on minority groups. White needs to
be seen as a race. Reminds us that white is a race, we need to analyze
what is going on with Whites just as much as we need to know about other
oReferences hegemonic masculinity. Making a point that position within this
masculine hierarchy differs according to the hegemonic masculinity term
that is constructed. Wants to show how particular historical/local concepts
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(red neck, rutters, economy, industry) shape the enactment of masculinity
in the high school that is studied. It is specific and particular
oPattern of how masculine is defined in ways that resist schooling. Seen in
‘popularity’ readings. Doesn’t make someone popular to study a lot or do
well. In some populations it is resisting school that makes them popular.
Engaging in risky and challenging behaviours and excelling in sports are
what make up masculinity. How are these factors contributing to
educational disengagement become resources for expressing local
definition of local hegemonic masculinity?
oPopulation 98% white, very poor. 25% are in poverty rate. Abandoned
vehicles. This area was very prosperous but it has now died.
oGirls in poor rural school, they do a lot better. Top ten students in senior
class—8 were girls. Huge difference sin aspirations were found. 84% of
boys had no plans after high school, no plans for university. Those who
planned to go to 4 year college—2/3 were girls, 1/3 were boys.
- Looks at how educational behaviour becomes a vehicle for construction of
gender. Educational behaviour is an important vehicle. Performing gender.
Students are using schooling to construct their gender. Boys take pride in their
lack of academic achievement, it becomes part of being masculine to not do well
in school or to appear to not do well. They had to be just getting by to achieve the
masculinity valued in the environment. Teachers/Girls regard the boys as smart,
even though the girls get higher marks. Masculinity of schooling is seen as
something that doesn’t require effort.
- Masculinity and sexuality are connected to school engagement. Gender is
policed by the boys. Gender is policed by criticizing boys who don’t get close
enough to the masculine ideal. They are also called “gay”, ‘pussy”, “fags” and
etc. Those who performed really well academically, also in band, his masculinity
was constantly scrutinized and feminized. Connection between masculinity and
sports, in school it was all about ‘football’, certain activities are being defined as
how well they are ascribed to the masculine ideal.
- Boys understand different kinds of intelligence. Distinction between book smart,
and common everyday smarts. Boys value common sense and working with their
hands. Those constructions of intelligence are an opposition of what school
would value. Boys construct intelligent from manual labour, as this was a blue-
collar community for many years. Found academics, or book smarts to be
feminized occupations and considered lower status.
- Community is traditional—male breadwinners. Those jobs have dried up and not
wanting to pursue something different, even though those jobs are not available
when they graduate
- Masculinity is constructed on race and class line. Students make use of rednecks
and rutters.
- Rednecks are rebellious, southern, strongly associated with whiteness,
associated with working class southern whiteness. Redneck is mostly a
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