Textbook Notes (280,000)
CA (160,000)
UTSC (20,000)
Sociology (1,000)
Chapter Rednecks, Rutters and 'Rithmetic social class, masculinity, and schooling in a rural context

SOCC38H3 Chapter Notes - Chapter Rednecks, Rutters and 'Rithmetic social class, masculinity, and schooling in a rural context: Blue-Collar Worker, Hegemonic Masculinity, Too Cool


Department
Sociology
Course Code
SOCC38H3
Professor
Ann Mullen
Chapter
Rednecks, Rutters and 'Rithmetic social class, masculinity, and schooling in a rural context

This preview shows page 1. to view the full 4 pages of the document.
SOCC38
"Rednecks," "Rutters" and 'Rithmetic - social class, masculinity, and schooling in a rural context
Gender difference in academic perceptions and outcomes. Contradictions of constructions of
masculinity and demonstrates how social class and gender are intimately interwoven. New light on
"gender gap" favoring girls in disadvantaged contexts, suggesting particular constructions of social
class and gender are critical in producing academic differences
Background
The Academic "Gender Gap"
Persistent gap among urban Black and Latino students: girls are considerably more likely than boys
to go college, make higher grades, and aspire to higher status occupations than male counterparts
Reflects growing gap in educational achievement and attainment favoring girls overall more
pronounced among urban poor
Combination of race, economic context, and gender enhances academic disconnection for Black and
Latino boys, often in response to perceived social an educational discrimination
Rural and urban locations are obvious different, but on some dimensions they show striking
similarities
One of primary differences between urban contexts and rural site for study. Predominantly white
students
Exploration of how gender, economic disadvantage, and whiteness combine in shaping educational
processes
Challenges a "boys as disadvantaged" approach that underlies discussions of girls' educational
success. Fails to understand masculinity as overall system of power. Structure of masculine privilege
is actually at root of academic gender differences. Privilege must be understood as system that
interacts with racial privilege and class privilege in dynamic and complex ways
Gender must be understood as active social construction. Taking it away from view that pre-
established gender differences directly or indirectly cause academic differences. Different behavior
are actively used by both gender in performance. Boys employ practices that facilitated construction
of masculinity but detracted from academic engagement
Hegemonic masculinity
Hegemonic model of masculinity can be defined as a contextually specific pattern of gender practice
that "ideologically legitimate the global subordination of women to men
Accepted as ideal, and other masculinities are stratified in relation to it. Men construct masculinity
differently based on their race, class, or sexual orientation and constructions position them
differentially in overall masculine hierarchy
Men who are marginalized in other ways can be complicit in accepting and expressing many
hegemonic characteristics associated with "being a man"
When traditional outlets of masculinity are compromised, some men seek other means of shoring
up masculinity
When men felt emasculated or threatened in traditional arenas of power such as work and family,
sought alternative constructions of masculinity that reaffirmed and displayed " manly" virtues such
as toughness and physical prowess
Disadvantaged urban and rural areas, men may no longer be able to fulfill "breadwinner" role in
family through hard manual labour. Seek to secure masculinity in other ways, such as hunting or
sports
find more resources at oneclass.com
find more resources at oneclass.com
You're Reading a Preview

Unlock to view full version