Outline three ways in which the education system may be seen as patriarchal.
AQA
A Level
2024
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Outline Three Ways in which the Education System May Be Seen as Patriarchal
This essay will outline three ways in which the education system may be seen as patriarchal. The essay will focus on the curriculum, the hidden curriculum and the social construction of gender.
The Curriculum
The curriculum can be seen as patriarchal in a number of ways. Firstly, there may be more examples of males in some subject content. For example, in history textbooks, there may be more examples of male historical figures than female historical figures. This can lead to girls feeling like they are not represented in the curriculum and that their experiences are not valued. Secondly, the curriculum may reinforce gender stereotypes. For example, subjects like science and maths may be seen as 'male' subjects, while subjects like English and humanities may be seen as 'female' subjects. This can lead to girls being discouraged from pursuing science and maths subjects, and boys being discouraged from pursuing English and humanities subjects.
The Hidden Curriculum
The hidden curriculum refers to the informal learning that takes place in schools. This can include things like classroom interactions, school rules, and the way that teachers treat students. The hidden curriculum can also be seen as patriarchal. For example, teachers may give more of their time to boys than to girls. This can lead to girls feeling like they are not being listened to or taken seriously. Additionally, boys may be more likely to be praised for their achievements, while girls may be more likely to be criticized for their mistakes. This can lead to girls feeling like they are not as capable as boys.
The Social Construction of Gender
Gender is a social construct. This means that it is not something that is fixed or natural, but something that is created and reinforced through social interactions. The education system plays a role in the social construction of gender. For example, the way that schools dress code is enforced can reinforce gender stereotypes. Schools may have rules that require girls to wear skirts and boys to wear trousers. This can send a message that girls are expected to be feminine and boys are expected to be masculine.
Conclusion
In conclusion, the education system can be seen as patriarchal in a number of ways. The curriculum, the hidden curriculum, and the social construction of gender can all contribute to the perpetuation of gender inequality. It is important to challenge these patriarchal structures in order to create a more equitable education system for all students.
How the Education System Can Be Seen as Patriarchal
Patriarchy refers to a social system where men hold primary power and predominate in roles of political leadership, moral authority, social privilege and control of property. While progress has been made towards gender equality, the education system can still be seen to perpetuate patriarchal norms and practices in various ways. This essay will explore three key ways in which this occurs.
Gendered Subject Choices and Career Aspirations
One significant way in which patriarchy manifests in education is through the gendered nature of subject choices and career aspirations. Traditional gender stereotypes often influence students' decisions, resulting in girls gravitating towards subjects perceived as "feminine" (e.g., arts, humanities, caring professions) while boys lean towards "masculine" subjects (e.g., STEM fields). This division is reinforced by various factors:
- Curriculum Content: Some subjects may contain more examples of male figures or focus on male-dominated fields, implicitly suggesting these areas are more suitable for boys.
- Careers Advice: Bias, even if unintentional, can creep into careers advice and work placements, steering girls and boys towards traditionally gendered career paths.
These patterns contribute to a cycle where girls may be less likely to pursue higher-paying, prestigious careers in male-dominated fields, ultimately perpetuating gender inequality in wider society.
Patriarchal Structures and Power Dynamics Within Schools
Beyond subject choices, the very structure and power dynamics within schools can reflect and reinforce patriarchal norms. This can be seen in several ways:
- Hierarchies of Power: Males are often overrepresented in senior leadership positions within schools, from headteachers to heads of departments. This can create an environment where male perspectives and experiences are implicitly prioritized.
- Double Standards and Teacher Attention: Research suggests that teachers may, consciously or unconsciously, give more attention and encouragement to boys in the classroom. This can lead to girls feeling marginalized or having their contributions undervalued.
These imbalances in power and attention can impact girls' self-esteem, academic performance, and overall experience in the education system.
The Male Gaze and the Sexualization of Girls in Educational Settings
Another concerning aspect of patriarchy in education is the prevalence of the "male gaze" – the act of viewing girls and women from a masculine, often sexualized, perspective. This can manifest in various ways:
- Dress Codes: Schools often have stricter dress codes for girls than boys, focusing on policing female bodies and implying that girls' appearances are a distraction. This reinforces the idea that girls' worth is tied to their physical appearance.
- Sexual Harassment: Unfortunately, sexual harassment and gender-based bullying are realities within many schools. These behaviors create a hostile environment for girls and can negatively impact their academic performance and mental well-being.
By failing to adequately address the male gaze and sexualization, schools contribute to a culture where girls may feel objectified and unsafe, ultimately hindering their ability to thrive in the educational environment.
Conclusion
In conclusion, while progress has been made, the education system still exhibits signs of patriarchy, hindering the goal of true gender equality. From gendered subject choices to power imbalances and the pervasiveness of the male gaze, these issues require ongoing attention and proactive efforts to create a more equitable and empowering educational experience for all students, regardless of gender.
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Possible Reasons for Gender Inequality in Education
There are several factors that can contribute to gender inequality in education. Some of these include:
Curriculum and Subject Content
- The curriculum can be seen as patriarchal. This means that it may favour male perspectives and experiences over female ones. For example, there may be more examples of males in some subject content.
Careers Advice and Work Placements
- There may be bias in careers advice and/or in allocating work placements. This can mean that girls and boys are encouraged to consider different career paths based on gender stereotypes.
Subject Images and Classroom Environment
- Gendered subject images can lead to boys taking higher status subjects. This may be because girls do not take more prestigious subjects due to a male-dominated classroom environment.
Teacher Bias and Double Standards
- Double standards can exist in the classroom. For example, teachers may give more of their time to boys.
School Hierarchies and Power Structures
- Patriarchal hierarchies of power in schools can contribute to gender inequality. For example, males are more likely to be in senior positions in schools.
The Male Gaze
- The male gaze can be present in schools. This means that girls may be seen as sexual objects by boys and by adults.
Assessment Methods
- The use of assessment can also contribute to gender inequality. For example, the reduction of coursework could be perceived to be for the benefit of boys.
It's important to understand these factors and work towards creating a more equitable and inclusive educational environment for all students.