Skip to main content. Search SpringerLink Search. Abstract This paper considers the three main Western feminist theoretical frameworks — liberal, socialist and radical — and their educational applications. References Acker, S. Google Scholar Acker, S. Google Scholar Amos, V. Google Scholar Anon. Google Scholar Arnot, M. Google Scholar Barrett, M. Google Scholar Brah, A. Google Scholar Bryan, B.
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Thus it sets up men more than women for further education or more prosperous work opportunities. Feminists argue that this contributes to the suppression put on women by the male-run society. They believe that schools seemed to show or have: text books with modern family culture and where children are taught from an early age that males are dominant within the family; various subjects are aimed at a certain gender group, for example Food Technology would be aimed at females, leading on to the typical role of females doing housework and cooking; sports in schools are very much male and female dominated within the education system, with boys playing rugby and cricket while girls play netball and rounders.
It could be seen that the majority of teachers are female, but that the senior management positions are mainly male-dominated, although this is not the case in some schools. The basic assumption shared by feminists is that the gender of divisions in society operate to the disadvantage of women. The process of gender socialisation usually encourages traditional gender roles which reinforce and justify male dominance.
Feminists have shown that the so called natural differences between men and women are not true. Women are perfectly capable of building a successful career as men are. Feminists have helped transform many of our assumptions on gender. Women no longer feel their only goal in life is marriage and children. Feminists would also draw on the above research which suggests that traditional gender norms are reinforced in schools, to the disadvantage of girls.
Read the extract from Kat Banyard over page for more details and consider how common such incidents are today. Read the extract provided for details. Chapter 2 — Hands up for A gendered Education. While girls are discouraged from using their bodies on the sports field, they often find their bodies at the centre of another unwelcome kind of activity. Chloe was one of the many women and girls I heard from during the course of my research into violence at school.
Sometimes they used to hold me down and take it turns, it was universally accepted. I would regularly hang out in the toilets at break time. I felt pretty violated; it made me hate my body. I went from an A to an E cup when I was fourteen.
One boy told me that he has a fantasy that he wanted to tie me up and viciously rape me. He was a bit of an outcast. Feminist sociologists have large areas of agreement with functionalists and Marxists in so far as they see the education system as transmitting a particular set of norms and values into the pupils. However, instead of seeing these as either a neutral value consensus or the values of the ruling class and capitalism, feminists see the education system as transmitting patriarchal values.
For example, Heaton and Lawson argued that the hidden curriculum taught patriarchal values in schools. They noted traditional family structures in textbooks along with many other gender stereotypes, subjects aimed towards specific genders, gender divisions in PE and sport and the gender division of labour in schools predominantly female teachers and male managers.
Liberal feminists would point out these remaining issues of patriarchy in education while also acknowledging significant strides towards equality in the education system. Today, once subjects become optional, there are quite clear gender preferences for one subject or another, but all subjects are open to all pupils.
Perhaps the biggest change, since the s, is that girls now outperform boys in education so if the system is a patriarchal one, designed to favour boys, it is singularly failing. However, Michelle Stanworth , for instance, noted that there will still higher expectations of boys and teachers would be more likely to recommend boys apply for higher education than girls at the same academic level.
Radical feminists argue that the education system is still fundamentally patriarchal and continues to marginalise and oppress women. It does this through some of the processes already noted reinforcing patriarchal ideology through the formal and hidden curriculum and normalising the marginalisation and oppression of women so that by the time girls leave school they see it as normal and natural rather than as patriarchal oppression.
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