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By parents socializing there children into society, the children are more exposed to gender stereotyping. The children are given toys and activities based on their gender, e.g. girls are given baby dolls to play with, cooking toys ect. And boys are given footballs, and toy trucks and cars. When they start nursery and move on up in the education system they are more pushed towards the basic stereotyping. Girls are expected to exceed in more “feminine” subjects such as food tech, textiles, art and boys are expected to do well in sports, sciences and maths, as this is classed as the “norm” for the two gender roles. They are canalized into their gender groups more at school because the education system expects each gender to do better in subjects that are “more suited” to their gender.

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Informal, conformity, social sanctions, roles models, consensus

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Informal, conformity, social sanctions, roles models, consensus

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Parsons argued that secondary socialisation is one of education’s key functions, alongside meritocratic role allocation. Schools transmit ideas and values through the INFORMAL CURRICULUM  In many ways, schools do not just teach the formal curriculum but also transmit ideas about attitudes , conformity, manners, discipline through their policies, rules, procedures and through aspects of the formal curriculum.  As a result pupils move on from the particularistic values that they learn through primary socialisation in the family and acquire the universalistic values of wider society.

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Canalisation is a process in which children learn their gender, parents channel their children into their gender roles through the toys that they buy for them. This can be taught through education as well, due to teachers persuading girls to play with dolls and cooking equipment where as boys are encouraged to play with cars etc.

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Gender identity can be taught through the process of canalisation in a school for example separating boys and girls in Pe groups, limiting them to certain sports. If the student speaks up they could face social sanctions for questioning the teacher such as, being excluded from a group or treated differently by staff.

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Hidden curriculum, role models, norms of behaviour 

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Hidden curriculum, role models, norms of behaviour 

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Lesley Best (1992) did a study of 132 pre-school readers and found that 71% had heroes but only 26% had heroines. This teaches the gender identity of boys being brave and 'saving the day' with the girls learning to be dependent on the men to save them

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one thing that is taught is that boys should e rough and aggressive. This is done through the process of sport. Boys will always be taught physical ways to play sports, whereas girls are taught things like netball, which has no physical contact. Teaching boys to have more aggressive personalities, and girls to not be aggressive.
Ek

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Radical feminists claim that girls are taught an inferior gender identity to boys. Through the institution of education boys are taught bravery and to behave like a “man”. Girls are taught to behave in a more feminine nature and are often punished with social sanctions when they try to stray away from this.

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Role models can be taught through institutions for example the family can give gender identity such as the ‘caring female’ or ‘male provider’. Children looking to their same sex parent doing certain activities is then seen as the norm.

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Feminists claim that identity is learnt through gender stereotyping through text books, as it shows how boys should be more active where as girls should be more domestic and caring.

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McCabe focuses on books and the type of characters there are, such as 31% of books had female centred characters with 69% of them being males that were focused more as the important charters, known as the heroes.

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A part of gender identity that is taught is, girls should do domestic and caring roles and boys should do practical and scientific roles. A consequence of the process is children model themselves on the same- sex parent/ adult.

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Role models are a big part of the our identify we watch others and learn from them and copy what they do and especially in education. Pupils watch there teacher’s and learn a gender role  for example  a boy may watch a male teacher taking on a manly leadership role and the pupil will see this as a social norm and behave like this. And vice verser if a girl sees a femal teacher being kind and caring they will copy that as they belive this is the norm for a girl to behave like this.  Role models are a factor of shaping someone identify within education.

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An aspect of gender identity that is taught is that boys are less emotionally sensitive and resilient. So teachers may be more sensitive in terms of how they talk and interact with females. The verbal appellations may vary across genders.  Use Skelton to show this process in action. 

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An aspect of gender identity that is taught is that boys are less emotionally sensitive and resilient. So teachers may be more sensitive in terms of how they talk and interact with females. The verbal appellations may vary across genders.  Use Skelton to show this process in action. 

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Verbal appellations, i.e Christine Skelton at Benwood Primary School:
Boys being called “you” or “That Boy”
Girls being called “darling” or “sweetheart”.  Alongside the nicknames the teacher may treat the student based on their nicknames (being stricter of boys for example, or picking on them more often), leading to a self fulfilling prophecy.
Impact on gender identity is it reinforces the expectation that boys are less emotionally sensitive etc...
-Chi

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A gender identity feature that schools may encourage is that , girls are more caring and well behaved and boys being badly behaved. Could link to terms like conformity, passivity, non transgressive, anti school sub cultures ...

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Norm setting, hidden curriculum, role models 

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Norm setting, hidden curriculum, role models 

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Christine Skelton talks about how sport taught within the education system teaches differently gender roles, such as it is better tolerated when males aren’t more aggressive and can even be encouraged with sports such as rugby and by football which are contact sports. Conversely, girls are taught that is less acceptable to be aggressive, and are taught none contact sports like tennis or netball.
Some feminists talk about how children look up to their same sex teacher and mimic them, and see what they do as their gender norm

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Hidden curriculum - roles in books .. the norm of activities 

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Hidden curriculum - roles in books .. the norm of activities 

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Lobban studies 6 reading schemes and studied the roles of males and females and found a lack of diversity for women. For example, girls occupied the role of preparing tea, and looking after younger children. Whereas, boys had may roles such as rescuing people, exploring, building, and many more.

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Hargreaves et al: Teacher subject to the ‘halo effect’, behaviours from pupils labelled as ‘good’ will be accepted. Similar behaviours from ‘challenging’ students will attract punishments. The students labelled as failing or naughty tend to form friendships with similar students; they form groups with counter-school culture. In these subcultures status is gained by challenging teachers and not performing to their expectations.

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What is learned - describe identity or behaviour that is a consequence of the process 

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What is learned - describe identity or behaviour that is a consequence of the process 

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How learned - refer to process and give eg

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How learned - refer to process and give eg