Feminist sociologists argue that education systems reflect and reinforce patriarchal values that exist in wider society. They focus on how schools help maintain male power and privilege through various practices, policies and interactions.
Key Definitions:
Liberal feminism focuses on equal opportunities and removing barriers to female achievement in education.
Radical feminism argues that education is fundamentally patriarchal and needs complete transformation.
Marxist feminism connects gender inequality in education to capitalism and class inequality.
Feminists examine education because:
Feminist sociologists argue that schools reproduce patriarchal culture in several ways, creating environments where male values, experiences and achievements are prioritised.
The hidden curriculum refers to the unwritten lessons that students learn at school beyond the official curriculum. Feminist researchers have identified several ways this reinforces patriarchal values:
Research by Dale Spender showed teachers give more attention to boys, call on them more often and ask them more challenging questions. Boys receive approximately 63% of teacher attention in mixed classrooms.
Subjects are often informally categorised as 'masculine' (sciences, maths) or 'feminine' (languages, arts). This steers students toward gender-typical choices that can limit future opportunities.
Leadership positions in schools are disproportionately held by men, especially in secondary schools and higher education, modelling male authority to students.
In the 1970s, Sue Sharpe interviewed girls about their priorities and found they ranked them as: love, marriage, husbands, children, jobs. When she repeated the study in the 1990s, she found girls' priorities had changed to: jobs, careers and being independent. However, feminist researchers note that while aspirations changed, educational structures continued to reproduce gender inequality in more subtle ways.
Feminist sociologists identify several ways that male power is maintained within educational institutions:
Feminists argue that what counts as 'valid knowledge' in education has historically been defined by men. The curriculum often focuses on male achievements and perspectives while marginalising women's contributions.
For example, history lessons might focus on wars, politics and male leaders rather than social history or women's movements. Literature classes may feature predominantly male authors.
Despite teaching being a female-dominated profession at primary level, leadership positions are disproportionately held by men:
Feminist analysis of teaching materials reveals persistent gender bias that reinforces patriarchal views:
Studies of textbooks and teaching materials consistently show:
Alison Kelly (1987) analysed science textbooks and found that when females appeared, they were typically shown as passive observers rather than active participants in scientific activities. Males were shown conducting experiments, using equipment and making discoveries. This subtle messaging reinforces the idea that science is a 'male' domain, potentially discouraging girls from pursuing these subjects.
Several feminist sociologists have made significant contributions to our understanding of gender and education:
Argued that schools are institutions where male knowledge is transmitted. Her research showed teachers give more attention to boys and value male contributions more highly. Author of "Invisible Women: The Schooling Scandal" (1982).
Researched classroom interactions and found teachers had lower expectations of girls, remembered less about female students and unconsciously reinforced gender stereotypes in their teaching.
Contemporary researcher who examines how gender identities are constructed in educational settings and how this affects achievement and subject choices. Highlights the complexity of gender patterns in modern education.
While girls now outperform boys in many educational measures, feminists argue that patriarchal culture continues to shape educational experiences:
Despite improvements in girls' attainment, feminist sociologists point to continuing issues:
In the UK, girls make up only 22% of A-level physics students despite outperforming boys in GCSE science. The Institute of Physics found that gender stereotypes, lack of female role models and unconscious bias in teaching contribute to this gap. This has significant implications for future career opportunities, as STEM fields typically offer higher salaries and status.
While feminist analysis provides valuable insights into gender and education, it's important to consider some criticisms and limitations:
Feminist perspectives on education highlight how schools can reproduce patriarchal culture and male power through both obvious and subtle mechanisms. By understanding these processes, we can work toward creating educational environments that challenge rather than reinforce gender inequality.
While significant progress has been made in addressing some forms of gender inequality in education, feminist sociologists argue that patriarchal values continue to shape educational experiences and outcomes in ways that disadvantage girls and women, particularly in relation to future career opportunities and status.
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