学校における「性役割の社会化」再考-教師による性別カテゴリー使用をてがかりとして-
スポンサーリンク
概要
- 論文の詳細を見る
This paper attempts to reconsider "gender role socialization" by analyzing the sex category which is currently a "take-for-granted fact" in most schools. Accordingly, the process of "gender role socialization" is found to be little associated with any value judgements. Traditional studies on gender often failed to consider that teachers' behaviour has always been effected by the context of the organization of her or his schools, as well as by the particular aspects of daily school life. Moreover, these studies focused primarily on "sexism" and neglected the principle of equality which has played an important role in school life. Although the sex category is an ascribed one, it has the following characteristics in this paper. (1) it is often employed when the random category is expected to be used. (2) it is likely to be associated with certain value judgements. This paper presents a different point of view from traditional studies on gender by re-examining the teachers' reasonings of the usage of the sex category, the ways it is often used by teachers, and the reasons why it among others, is choosen as a means of categorization in school. The present research, which was conducted at an elementary school in Chiba City, is comprised of interviews and direct observations. In the interviews, most of the teachers suggested that they use the sex categorization not to focus on "gender role socialization" but to control student populations. Thus, there is strategic deployment of sex categorization to achieve specific school goals. One can find two reasons why teachers prefer the usage of sex categorization in order to control students. (1) The sex category is "the knowledge at hand" which pupils already have when they enter school. (2) Although the teachers support the principle of equality outwardly and show some signs of "equal treatment" in handling their pupils, they see the sex category as "natural" by their "definitions" of girls and of boys. From the viewpoint of the pupils, the sex category is an obvious "social reality." Although teachers do not force sexist categories on pupils directly, because of the particularities of the sex category and the "taken-for-granted sexism" of the pupils, the sexism of the pupils is reinforced. In this way, "gender role socialization" is the indirect, but significant result.
- 日本教育社会学会の論文
- 1991-06-05
著者
関連論文
- 1 女子学生文化にみるジェンダーの現代的位相 : 女性内分化の視点から(II-4部会 ジェンダーと教育)
- ジェンダー・サブカルチャーのダイナミクスー女子高におけるエスノグラフィーをもとに-
- ジェンダー・サブカルチャーのダイナミクス : 女子高における適応と反抗のエスノグラフィ(II-4部会 ジェンダーと教育)
- 学校における「性役割の社会化」再考-教師による性別カテゴリー使用をてがかりとして-
- 363 学校における性別カテゴリー : 解釈的アプローチによる「ジェンダーと教育」の事例研究(III-6部会 ジェンダーと教育)