SOC 603 Chapter Notes - Chapter 2: Alexandra Kollontai
17 Sep 2013
School
Department
Course
Professor
Document Summary
When thorne started her work, it was assumed children were socialized into gender roles. It was assumed two genders, male and female, with children inducted into the norms and expectations of the appropriate one. This data was observed through pen/paper questionnaires, but not through actual observation. Thorne did the observations through fieldwork in 2 primary schools. In the classroom, some situations were gender emphasized (boys vs. girls competitions), and others de- emphasized (teacher vs. student; aka talk-and-chalk). Borderwork, when activated, means the group of boys and girls divide into the boys and the girls. Often, in a game of chase, boys would chase boys, and girls to girls. However, chasing the opposite sex resulted in excitement. Borderwork in adults is seen via jokes, clothes, speech, etc. Gender difference is made to happen, and can be unmade or altered. Games of chase, where girls can chase boys and vice-versa, result in everyone being treated equally.
