Whilst working in youth projects over the past decade or so, I have often noticed the predominance of highly gendered career guidance for young people. Too often, when discussing what career options girls were considering, the ‘holy trinity’ of beauty, hair and child care cropped up repeatedly in young women’s visions for their future and their Year 10 work placements. Such options were further cemented in areas such as ‘alternative’ education provision, or vocationally orientated training aimed at ‘NEETS’ (Not in Education, Employment and Training), that seemed to guide working class, young women into courses and apprenticeships in beauty or child care, and their brothers into motor mechanics and bricklaying. Continue reading “Hair, Beauty and Child Care: Gender and Careers Education for Girls”
Influences on Young Children’s Gender Identity: Observational Reflections
Bobbie: I’m Snow White.
(Bobbie has placed a cup on his head to symbolise a tiara and has draped his coat around his shoulders like a cloak)
Bobbie looks delicate, has long, blond hair and is easily mistaken for a girl. I made a mistake as I watched Bobbie and a group of boys and girls playing pirates. Thinking Bobbie was a girl, I was shocked when Terry and David, said: “He‘s always like this” “Bobbie is a girl.” “He’s a sissy.” Bobbie‘s response to me about these comments also left me stunned: “You might think this is strange, but I like girls and I like being a girl.” These brief exchanges and the realisation that Bobbie was a boy made me question my understanding of gender. Why had the boys reacted to Bobbie as they had and why, at such an early age, was their behaviour so stereotypical and Bobbie’s not? Perhaps Terry and David were being ‘normal’. Continue reading “Influences on Young Children’s Gender Identity: Observational Reflections”
Supporting Transgender Children in the Primary Classroom: A Reflection
Too often in discussions about gender identity the approach taken is extremely narrow. The discourse is largely dominated by the cisgendered, binary perspective that there is ‘male’ and that there is ‘female’ – and that both of these are biologically determined, stable categories. This is further reinforced when the discourse is situated in the context of children. The prevailing attitude is that any identity, theory or social group that destabilises such assumptions are too complicated and/or too ‘subversive’ to merit acknowledgement. It is therefore unsurprising that when school staff, policy makers and academics come to discus gender identity within the classroom, that transgendered children are usually entirely ignored. What can teachers can do to support such children? Continue reading “Supporting Transgender Children in the Primary Classroom: A Reflection”
Browne Report + the White Paper = A Murky Outlook for Educational Equality
A report by GEA’s Policy Officer Miriam David, with Jessica Ringrose and Victoria Showunmi
October- December 2010
Continue reading “Browne Report + the White Paper = A Murky Outlook for Educational Equality”
Are girls victims of their own sexual agency? Sexualisation, sexual violence and schooling
On the 15th October the End Violence Against Women (EVAW) organisation called upon the Coalition Government to urgently address the “alarming levels” of sexual harassment and violence against young women in schools. Their YouGov 2010 online survey of 788 16-18 year olds found that a third (29%) of young women reported unwanted sexual touching at school and witnessed routine sexual name-calling on a daily or twice-weekly basis. Over a quarter (28%) said they had seen sexual pictures on mobile phones at school twice a month or more. In the same month, Girl Guiding UK continued to fight the sexualisation of girl culture by delivering a 25,000 signature petition to Downing Street calling for the Government to introduce compulsory labelling for all airbrushed images. This concern addressed the findings from their Girls’ Attitudes Survey, in which 50% of the girls reported that they would consider having surgery to change their looks and more than half had been bullied for their appearance. Indeed, the impact of ‘sexualisation’ upon girls and young women has become the subject of high profile controversial reports and inquiries from a number of government and non-governmental bodies (Home Office 2010). Continue reading “Are girls victims of their own sexual agency? Sexualisation, sexual violence and schooling”
Made in Dagenham: Made for Feminist Discussion in Schools?
This month has seen the release of the hotly debated film Made in Dagenham. This is a film which recalls the events surrounding the 1968 strike by the women sewing machinists at the Ford plant in Dagenham, London. The film was produced by Stephen Wooley and Elizabeth Karlsen in conjunction with BBC films and was directed by Nigel Cole (also known for his direction of the popular film ‘Calendar Girls’). At a recent London Feminist Network screening of the film, the film’s producers Wooley and Karlsen claim that the original idea for the film was first developed over four years ago. However, they explain that the film was unsuccessful in gaining funding at this time because there appeared to be very little interest in feminism or on issues relating to equal pay. Continue reading “Made in Dagenham: Made for Feminist Discussion in Schools?”
Gender Differences in Education and Youth Transitions 1985-2005
The Scottish School Leavers’ Surveys (SSLS) were a rich source of information about the experiences of young people between the ages 16 and 23., and provided longitudinal data on their secondary schooling, and their transitions through further and higher education, training, employment etc. Funded by the Scottish government from the 1970s to 2005, the SSLS is now discontinued Continue reading “Gender Differences in Education and Youth Transitions 1985-2005”
Gender Hysteria: 2010 Examination Results
Once more, the annual hysteria around exam results is upon us in the UK, and as journalist Lucy Tobin puts it the gender debate that has been simmering for the last few years is set to ignite. Continue reading “Gender Hysteria: 2010 Examination Results”
Girls and Education: 3 to 16: Seminar Series
The ‘Girls and Education 3-16’ seminar series enabled researchers, practitioners and policy makers to come together to discuss current concerns about girls’ education in the UK, and to consider new research agendas, policy imperatives and ways forward for practice. Continue reading “Girls and Education: 3 to 16: Seminar Series”