Gender:
Sex=
Gender= socially constructed (construction of masculinities / femininities)
Parsons: men are instrumental, women are expressive
Stanley and wise: they question the view that gender is socially constructed. Behaviours are connected to how we are brought up and the influences around us
Femininities:
Blackman – study wc girls assertive
Passive: traditional / stereotypical views on how women should be and act
Jackson: normative physical appearance is key
Seidler: questioning (Asian girls living double lives)
Masculinities:
Connell = 4 types
Hegemonic: male supremacy, heterosexuality, aggression, laddish behaviour (normally wc men)
Nayak: body capital study
Archer: feminists argue that we cant say there is one hegemonic masculinity, there are more
Paul Willis: lads and earoles study
Mac and Ghail: macho lads – no factory jobs anymore
Jackson: some boys at school don’t study as they wish to look “cool”
Burdsey: Asian footballers want to fit in
Complicit: new man, they adopt a shared role in the family
Marginalised: loss of masculinity, unemployed men
Subordinate: gay men behaving differently to the expectations of the dominant hegemonic masculinity
Creation and reinforcement:
Family:
Ann Oakley: cannalisation, verbal appellation, toys and activities, primary socialisation – parents
Mitchell and green: mother – daughter bond is strong in wc families
Archer: family is pivotal – muslim boy masculine identity
Frosh et al: boys talked about their parents – mothers expressive, fathers instrumental
Charles: men are still seen as providers and women as carers
Mass media:
Marsh and Millard: superhero texts
Gauntlett: magazines offering advice on how to be attractive – relates to gender
Gill and herdieckerhoff: chick lit, dad lit, mum lit – body is key source of identity
Storey: elvis music reinforced aggressive masculinity
Peers:
Frsoh et al: boys identified hardness, being anti school and sporty as those to aspire to. Both boys and girls wanted to make their heterosexual status clear.
Macdonald and marsh: peer groups are important to disengaged young males (they want to be one of the lads…)
Burdsey: Asian footballer - wanting to fit in with the rest of the group
Education:
Frosh et al: boys who value education are seen as feminine
Mac and Ghail: teachers colluded with male peer groups who held anti-gay views and hostile towards women
Jackson: femininities and masculinities were becoming blurred
Kehily et al: gender relationships in primary school were articulated via friendship groups
Religion:
Izzat – family honour is important for muslim women
Butler: young Asian women want to move away from traditional and expected views of them and wish to progress further in education
Woodhead: muslim chic / Asian women choosing to wear the veil
Workplace:
Mac and ghail: crisis of masculinity / lost their identity, no more factory jobs
Macdonald and marsh: wc school leavers had traditional views and aspirations
Adkins: women take up subordinated femininities in order to obtain and keep jobs they need
Social class:
Marx and class: bourgeoisie and proletariat
The rich own the Means of production and they exploit the poor wc
Class consciousness : an awareness of their exploitation
Workers of the world will one day unite and rebel against capitalism….
Bourdieu and capital:
Neo – Marxist Bourdieu: economic, social and cultural capital
Postmodern views:
Social classes are fragmenting, changing , boundaries between classes are blurred
Consumer culture is changing the boundaries
Lyon: the postmodern world is a consumer world
Wc culture and identity:
Paul willis – learning to labour study
Wc culture is based around a shared culture:
Jobs were based in manual , unskilled labour, traditional gender roles in the family, boys encouraged to follow fathers jobs in the factory, strong communities, close knit supporting each other (solidarity, togetherness)
Wc had strong political links with Labour – them and us approach, immediate gratification, living for the moment, housing is located in cheaper ,less desirable areas
Changes to working class:
Lives are more privatised , more home based, roles are more shared between men and women, increasing affluence, rise in number of home owners
Skeggs: 12 wc women wanted to further themselves in education and wanted to be seen as respectable
Savage: strong culture of manual labour which gave the area a practical flavour (Cheadle- Manchester)
Middle class culture:
White collar , non manual jobs, owning homes in desirable areas, cultural capital, appreciation of high culture
Objective social class: this can be measured by placing people using a scale or measurement device
Subjective social class: people place themselves in specific social classes – its what people think and where they think they belong
Family:
Reay: mc mothers are able to help their kids more than wc mothers. Wc mothers had less time and less confidence
Cater and coleman: planned teenage pregnancy, risks are higher if the girl comes from a wc family
Education:
Power et al: close relationship between children from, mc and top achievement at selective universities
Bourdieu: wc students are like fish out of water
Peer group:
Mac and ghail: macho lads, real Englishmen
Brah: wc identity was crucial for those males who wish to construct a culture of whiteness
Ethnicity:
Curtice and heath: little Englanders, narrow mindedness, desire to exclude others on grounds such as skin colour
Hewitt: young wc felt an injustice as they could not celebrate their white, wc culture
Ethnic identity:
Modood: ethnicity involves a number of factors such as culture, descent, , shared language, religion, traditions and values.
Process of othering: the self is seen in a positive way and anything different is defined as negative (Said – wests construction of the orient as exotic)
Modood: African- caribbeans mention skin colour as part of their ethnicity whereas Asians comment on their religion
Hybridity: refers to a mixing of cultures (chicken tikka masala is one the favourite dishes in England)
Johal and bains: dual identities Brasians / code switching – behaving one way with family and a different way with peers (bend it like bekham film)
Family:
