gender.3

• Connelly

  • Certain combinations of gender, class and ethnicity have more effect than others
• Norman

  • Girls and boys encouraged to dress, play and take part in different activities from an early age
• Murphy and Elwood

  • Boys and girls develop different reading tastes which lead to different subject choices
• Browne and Ross

  • Children more confident in activities that are part of their gender domain
• Murphy

  • Boys and girls pay attention to different details when completing the same task
• Kelly

  • Science is a boy subject because teachers are more likely to be men
• Leonard

  • Girls in same sex schools are more likely to take maths and science
• Paechter

  • Sport seen as male gender domain and sporty girls cope with image that doesn't fit conventional feminine identities
• Bob Connell

  • Experiences may contribute to reinforcing hegemonic masculinity
• Lees

  • Double standard of sexual morality, boys boast about sexual exploits but call girls a slag for how they dress
• Mac an Ghail

  • Male gaze is a form of surveillance where dominant hegemonic masculinity is reinforced and femininity devalued
• Lees2

  • Boys called girls slags if they appeared to be sexually available
• Epstein and Willis

  • Boys in anti-school sub cultures accuse boys who want to do well as effeminate
• Mac an Ghail2

  • Working class macho lads dismissive of other working class boys who work and aspire to have middle class careers
• Ringrose2

  • Study 13 and 14 year old working class girls found being popular crucial to identity, but tension begun after getting a boyfriend