NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1126111
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0300-4279
"Man-Up, Go and Get an Ice-Pack." Gendered Stereotypes and Binaries within the Primary Classroom: A Thing of the Past?
Hamilton, Paula; Roberts, Bethan
Education 3-13, v45 n1 p122-134 2017
Gendered expectations are deeply embedded within the fabric of a society and the classroom is no exception; binaries habitually pervade attitudes, practices and pedagogies. This small-scale qualitative-interpretive study, undertaken in one rural primary school in North Wales, explores how the learning of gender is constructed, enacted and challenged by participants functioning within Key Stage 2 (children aged 8-11 years), issues experienced by, both girls and boys, to cogitate implications for gender equity and for teachers' work. The fieldwork revealed that many school participants continue to draw upon essentialist binary discourse, predominantly based on biological theories, to explain differences between boys and girls relating to classroom behaviour, subject attainment, curricular preferences and career pathways. Constant reference was made to "acceptable" ways of "doing masculinity" and the "high-achieving, conforming school girl culture". Children recognised gender binaries used by teachers and were aware of societal advances in gender equity. Despite decades of research and policies, we are still some way to ameliorating gender binaries and stereotypes in this phase of schooling. Therefore, there is an urgent need for practitioners to become more reflexively aware about the complex ways in which gendered dualisms and hierarchies perpetuate and dictate relations and pedagogical practices, which constrain experiences and opportunities for girls and boys and, to incorporate multiple ways of thinking and "doing" gender in classrooms.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Wales)
Grant or Contract Numbers: N/A