2. Sociologist Patricia Yancey Martin (2004) outlines 12 characteristics
of social institutions. Institutions
(1) are social,
(2) persist across time and space,
(3) have distinct social practices that are repeated,
(4) constrain and facilitate behavior,
(5) designate social positions characterized by expectations and
norms,
(6) are constituted by people,
(7) are internalized as part of people’s identities,
(8) have a legitimating ideology,
(9) are contradictory,
(10) continually change,
(11) are organized and permeated by power, and
(12) are not separable into micro and macro phenomena. (pp.
1256–1258)
3. Gender in Institutions is Challenging
Reasons
1) Institutions are
amorphous. Institutions are
the practices and beliefs
that link groups and
organizations together.
2) Institutions are large
and pervasive in society.
3) Institutions are
interdependent.
4) They normalize rules
and values—make them
seem natural and universal.
5) Institutions change
constantly and embrace
contradictory values and
norms.
Why It is Difficult
Institutional forces influence
how people perform their
gender identities.
*Institutions communicate
gender and are gendered
through communication.
*Studying gender/sex is
complex because
gender/sex is constructed
at both the micro and
macro levels at the same
time.
References
Martin, Patricia (2004,
June). Gender as social
institiutions. Social
Forces, 82(4), 1249-1273
4. Race, ethnicity, social class, and other social categories
also affect a child’s learning opportunities.
Interestingly, British education scholars Becky Francis and
Christine Skelton (2005) suggest the popular focus on the
gender/sex of students rather than race and social class
may simply be happening because it is an easier option
for the government to address.
It is less political than race because it raises fewer
questions about social injustices in the current educational
system.
5. The reality is that schools are not typically
expected to bring about social equality or
cultural change, but rather to maintain the
existing culture and its values, thus to
maintain the current hegemonic relations
(Stabiner, 2002).
This clip may seem comical reflecting the
school of the past? But, many would argue
that there are aspects that still rear their
heads.
6. Intersectionality is key to understanding
gender in education.
This means incorporating elements of
race, ethnicity, sex, citizenship status,
religion, and social class to better
understand the complicated elements at
play (DeFranciso and Palczewski, 2014).
7. Social class and
gender 'have huge
effect on the way
pupils are taught'
The results are mixed as to
which system is better.
Should students be in same
sexed classes? Do boys do
better than girls when
separated?
The information is
inconclusive and by the
time the results are in from
a study, there is a new line
of thought.
It continues to be difficult at
best to determine what
method is best and most
suitable for boys and girls.
We do not know!
8. Classroom interactions: No other social
institution promotes the notion that girls and
boys are different as constantly as
education. Whether meaning to or not,
teachers and administrators tend to make
sex distinctions a central part of children’s
identities (DeFranciso, Palczewski, 2014)
.
9. World Bank Gender Project
Incorporating gender strategies to
make it a better world which
necessarily encompasses
Education.
Communication is global and we
must incorporate
And investigate what may be a
Better way of viewing and
Understanding the world.
See Video Next Slide
10. The authors discuss this issue but
apparently they do not know the answer
either.
At the top, Education is a male controlled
profession because that is what has been
socially constructed by the power elite.
These are my thoughts.
It is only by taking the authors suggestions
of becoming more sensitive to the
institutional workings and starting small
and noticing the little things that become
ingrained and reinforce the power
structure. Each chapter, including the
introduction and last chapter essentially
challenges us to see the inequality and
injustice that is socially constructed and to
point it out when you see it and take a
part in correcting harmful practices when
possible. But, do not contribute to making
things worse.
Gender & Education cstubbe
Published December 18, 2013
See YouTube Video Next Slide
11. Some possible solutions: Keep Learning
Be mindful of the things you read in the course
Speak up when you notice hurtful language
Do not be a contributor to furthering injustice
Take note of institutional patterns and see where things can be
adjusted for the better.
View Identity from an intersectional approach
Put your new found cultural gendered lens to good use by
observing and then speaking up and then possibly changing
