The Reproduction of Family Life: perspectives of male and female adolescents

Gaskell, Jane

doi:10.1080/0142569830040102

Cited by 22 publications

(17 citation statements)

References 12 publications

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“…Women's position in the labour market has undoubtedly changed over the past three decades, with women making up almost half the workforce in the year 2000 (Equal Opportunities Commission, 2000). During the 1970s, Gaskell (1983) reports that women expected to work, but that they saw this as secondary to their domestic responsibilities. Nowadays work is a much more central feature of their lives.…”

Section: Discussionmentioning

confidence: 99%

Gender Differences and High Attainment

Tinklin

2003

British Educational Res J

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Recent emphasis on raising attainment has focused attention onto the 'gender gap' in school attainment levels. Using data from the Scottish School Leavers Survey, the article examines factors related to high attainment and asks whether these differ for males and females. A strong relationship is established between social advantage and high attainment within each gender. There is no evidence of differential progression rates for males and females between the ages of 16 and 18. The only factor which offers any explanation for gender differences in attainment is the evidence that girls took school more seriously than boys. This supports theories that girls and boys experience different peer pressures which influence their school attainment. Other factors have also been shown to influence gender differences in performance in the research literature. Factors affecting gender differences were found equally in all schools, suggesting that wider cultural factors are also influential in creating gender differences.'catch up later ' (Tinklin et al., 2001). Multilevel modelling is used as this allows an assessment of the relationships between different factors and high attainment, as well as an assessment of the variation between schools in their ability to produce high attainers when other factors are held constant.Concern over the 'underachievement of boys' is a fairly recent phenomenon, which has been brought into focus in Scotland by the emphasis on raising attainment in schools. Government policy documents related to Raising Standards-setting targets (Scottish Office, 1998) and Targeting Excellence-modernising Scotland's schools (Scottish Office, 1999) were the first of their kind to raise the issue of gender differences in attainment directly. The latter states:Although the performance of boys and girls is improving, that of girls continues to surpass that of boys. We must ensure that this differential is narrowed. If standards are to be improved and schools are to reach their targets, the attainment of boys must be brought more into line with that of girls. (Scottish Office, 1999, chapter 2, para. 22)

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Section: Discussionmentioning

confidence: 99%

Gender Differences and High Attainment

Tinklin

2003

British Educational Res J

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“…Most of the girls assumed that they would have primary responsibility for the domestic labor in their families (Gaskell, 1983). This by no means arose from a wholesale endorsement of the domestic ideology.…”

Section: Why Take Business Courses? the Reproduction Of Gen Der Divismentioning

confidence: 99%

Course Enrollment in the High School: The Perspective of Working-Class Females

Gaskell¹

1985

Sociology of Education

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“…Similarly, Australian scholars, Pam Gilbert and Sandra Taylor (1991) posit that popular cultural texts play a significant role in the construction of adolescent female identity, and that such texts work in a complex relationship with girls' conscious and unconscious desires. Like Gaskell (1983) and McRobbie (1991), they also argue that discourses of femininity are not static, fixed, or determined, and that they neither control girls' lives nor entirely efface other possibilities. Hence, there has been general agreement amongst feminist scholars over a number of years that hidden aspects of human mental and emotional life are at play at the dynamic level of the unconscious and that these unconscious processes interact with and profoundly influence the more conscious processes shaping individual and social life.…”

Section: The Imbrications Of the Psychodynamic And The Socialmentioning

confidence: 94%

Imagining womanhood: psychodynamic processes in the ‘textual’ and discursive formation of girls’ subjectivities and desires for the future

Zannettino

2008

Gender and Education

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This article emerged in the course of a doctoral study that focused on the role of literary and filmic texts in constructing adolescent girls' subjectivities and desires for womanhood. Analysing data drawn from both text and subject, the study focused on the discursive choreography of girls' imaginary constructions of their mature adult selves. Aspects of the research data, however, were not so readily understood in terms of discourse, prompting the need for alternative explications of subjectification from a psychoanalytic perspective. Drawing on the recent work of Nancy Chodorow to analyse girls' descriptions of their favourite texts and imagined futures, I demonstrate how subjectivity is a personal as well as cultural construction. Girls' experience of themselves as gendered subjects is not simply a direct internalisation of stories and characters but a complex psychodynamic process whereby texts and other cultural and discursive phenomena are given emotional tonality and personal meaning. These personal meanings are just as powerful in the formation of subjective gender as are discourse and culture.

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The Reproduction of Family Life: perspectives of male and female adolescents

Cited by 22 publications

References 12 publications

Gender Differences and High Attainment

Gender Differences and High Attainment

Course Enrollment in the High School: The Perspective of Working-Class Females

Imagining womanhood: psychodynamic processes in the ‘textual’ and discursive formation of girls’ subjectivities and desires for the future

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