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Would be picked on for not being masculine and for enjoying this that a male should be seen to enjoy

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Girls in single-sex schools are more likely to choose traditional boys’ subjects - less pressure

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Male students would call girls ‘lesbian’ or ‘butch’

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Male peer groups use verbal abuse to reinforce their definitions of masculinity.

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- Mac an Ghaill - The way male pupils and teachers look girls up and down - seeing them as sexual objects and making judgements about their appearance

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Carrie paechter (1998) found that because pupils see sport as mainly within the male gender domain, girls who are ‘sporty’ have to cope with an image that contradicts the conventional female stereotype. This may explain why girls are more likely than boys to opt out of sport.

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The way pupils control each other’s identities through a visual aspect. The way male pupils and teachers look girls up and down seeing them as sexual objects and making judgments about their appearance.

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Having a boyfriends brought symbolic capital
Lowered girls’ aspirations
Girls aspired to ‘settle down’

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Paechter sees name-calling as helping to shape gender identity and maintain male power. The use of negative labels such as “gay”, “queer” or “Lezzie” are ways in which pupils police each other’s sexual identities.

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Hegemonic masculinity- the dominance of heterosexual masculine identity and the subordination of female and gay identities.

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Boys in school subcultures often accuse boys who want to do well at school of being gay or effeminate.

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Redman and Mac an Ghaill (1997) - dominant definition of masculine identity changes from that of the macho lads in the lower school to that of the Englishmen in the sixth form

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School examines how peer groups reproduce a range of different class based masculine gender identities

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Also use verbal abuse to reinforce their definitions of masculinity.

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Working class girls are likely to underachieve but some do succeed and go into higher education.
Sarah Evans (2009) found that girls wanted to go to uni to increase their earning power. This wasn’t to help themselves but to help their families.

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Working class girls faced with dilemmas 

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Working class girls faced with dilemmas 

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Either gaining symbolic capital from their peers by conforming to a hyper heterosexual feminine identity.

Or gaining educational capital by rejecting their working class identity and conforming to the schools middle class notions of a respectable, ideal female pupil

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This involves competition for boys and is a dating culture, Currie argues that this is a dangerous game as this will force girls to balance the act of being with someone and also school work. Such as going to meet a boy at the cinema instead of staying at home and revising

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Girls invested considerable time,effort and money in constructing ‘desirable’ and ‘glamorous’ hyper-hetro sexual,feminine identities.
Performance of this feminine identity brought status from their female peer group and avoided them being ridiculed or being called a ‘tramp’.
Punished for having the wrong appearance.
Girls’ preoccupation with appearance as a distraction.
Incapable of educational success.
Less worthy of respect.
Symbolic violence is the harm done by denying someone’s symbolic capital.

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Having a boyfriend brought symbolic capital but it got in the way of schoolwork and lowered girls’ aspirations, including losing interest in going to university, studying masculine subjects like science, gaining a professional career. Instead, these girls aspired to settle down, have children and work locally in working class feminine jobs such as childcare.