A Comparative Analysis of Two Texts Related to Gender Studies of Youth in London - Essay Example

? Reading Education Research- A Comparative Analysis of Two Texts of the of the Reading Education Research- A Comparative Analysis of Two Texts Introduction Sociological thinking may be regarded as an exercise in self–understanding. It forces us to look at society and the world around us through a process of moral reflection. The various studies undertaken of the different subgroups that constitute society make for good systemic analysis, forcing us to evaluate and judge what we see in the light of moral perspectives (Bauman & May, 2006, 7). This paper makes a comparative analysis of two texts related to gender studies of youth in London, one concerned with their achievements in the classroom and the other on their struggle to get gainfully employed. The Role of Social and Cultural Theory in the Two Studies  In fact both these studies covering aspects of gender and their reverberations in the social and cultural context for British society have started off from a historical and cultural perspective. Both comment on the changes that have occurred in the external environment that have an impact on how today’s youth think and feel. Included also is the change brought about by individualism, consumerism and the economic difficulties in making ends meet. The importance or uselessness of education, the need for money and the need to explore choices and have a good time are all covered being aspects of today’s teenager’s lives. They are confused and distraught at the lack of guidance that will enable them to achieve their dreams and aspirations, and look for true and valuable input that really makes logical sense rather than being sold courses that may or may not pay off in the long run. Patterns of behaviour, lifestyle changes and their impact on student careers and achievement in life in the adolescent stage have been looked at and commented upon. The second study by Francis makes special mention of the ethnic background of the children studied in three schools across the social strata Vietnamese Asians, Chinese, Indian and Afro-Caribbean children are mentioned. Elements of culture are also visible in classifications of the males as macho lads, academic achievers, new enterprisers and real Englishmen from the British perspective as compared to conformists, innovators, retreatists and rebels from an Afro-Caribbean viewpoint. Reasons for the Research and its Significance in the Social and Historical Context Although both books can be regarded as gender studies in their own right a review of each shows that these studies have a very different genesis and raison d’etre. While the Francis study is limited to boys and girls of adolescent ages and their achievements in a classroom context, the Ball et al. study has a distinctly wider perspective and reach. It touches upon choices relating to post high school primarily relating to work and employment. So in a sense the Ball study starts where the Francis study ends. Nevertheless, both studies it can be seen have their own utility and impact on life in the classroom and on the route to work and employment. Although the context and duration of the Francis study is limited to achievements in the classroom, it also relates the fact that gender discrimination can be seen here in various contexts and must be reduced. It is commendable that some changes have been evident since the 1990s, where boys and girls achievements in the GSCE examinations have been decreasing. Similarly we find that even out at work, there still exists a glass ceiling for females in management, disciplines like teaching and nursing are female dominated, and females are paid less than males for similar work. Added to this is the fact that a married woman has to play the role of wife, mother, office worker, cook, carer and confidante for her boss, family and kids in the course of 24 hours day after day. Admittedly all this is changing in the modern era where we have househusbands and working wives- but the work culture is still male dominated and will take some time to change. Use of Research Methods to Ground a Set of Theoretical Claims  Both books are based on observations and interviews with the stakeholders, be it the teachers, parents, employers or the students themselves. The Ball study is more comprehensive and well rounded in its sociological research perspective. In their book, ‘Choice, pathways and transitions post 16: new youth, new economies in the urban city’, Ball and others (2000) examine transitions from the period of compulsory schooling down to post adolescence of a group of youth in the south of London. This longitudinal study was funded by the Economic and Social Research Council and covers various aspects of the social life of youth in London. They have based their research on case studies and interviews conducted with the group over a period of four years from 1995 to 1999. This study analyses and examines the choices made by these young people considering the constraints that limit their experiences and define their identities in the social setup. The introductory chapter is titled as ‘Landscapes of choice: horizons for action', wherein the authors write about the social landscape in which these young people are living. This is followed by ‘The research and the young people: working in the 'ruins'; Making and escaping identity: At risk of social exclusion: Learning fatigue, 'choice biographies' and leisure: In a class of their own: classifying and classified: identity and the science of infinite distinctions: Just 'ordinary' young men: Lost in time and space?: 'drafting' a life - 'just' and 'not yet': Futures on 'hold': Constructing new futures in the 'new economies'?: Themes and issues and 'overburdened representations'. Each of these chapters relates to a different aspect or experience that involves a particular group of characters from the selected reference group for the study (Ball et al, 2000, 6). For example, in ‘Choice, Pathways and Traditions, 16-19 Education, Training and Unemployment in One Urban Locale’, Ball and others (2000) continued the previous research initiated by Hodkinson and others(1996) about observation of a select group of 59 young people who had just completed their compulsory education and were ready to embark on a career. The group was tracked for two years with particular reference to their choice of careers, education, training, or other pathways chosen including post secondary education with the eventual purpose of embarking on a career. The researchers observed this group in the context of four important sociological changes that had occurred in society namely (1) the intensification of social and economic polarisation (2) consumerism, leisure and identify (3) the demise of class politics followed by the ascendancy of new work and labour market identifications and (4) the rise and spread of the culture of individualism and the rise of individualization. In the Britain of Thatcher’s Government, it was seen that individualism and responsibility for lone decisions was on the rise, wherein young people regarded their decision making as largely a matter of individual choice rather than selecting among structured constraints. Secondly, with poverty or economic prosperity largely contributing to the degree of well being experienced by the masses, it is notable that even a minimal level of training and experience in a desired skill and industry can being prosperity it well being to the lives of even contract or part-time workers. In contrast those youth who did not take advantage of the training and educational opportunities available to them were later left to experience the consequences of their wasted youth. Poverty is thus a determining factor of quality of life, social and family disruption and other undesirable outcomes in society. Thirdly, the rise of consumerism in society has made a new and lasting impact on the youth in society, they are what they choose to consume. This included drugs, clubbing, clothing and other lifestyle choices. While some of the youth counted on their parents for support, others did not and both were engaged in a voyage of self exploration. Socio-economic, gender and ethnic differences persist in society in the midst of this change. It has also been observed that occupation and employment have become synonymous with one’s identity and status in society. The objectives of the research were (1) to explore choice making and explain the changing choices of the post 16 urban youth in their career choices and the role played by education and training intermediaries; (2) to investigate the role played by differences in cultural, material and social capital in the processes and possibilities open to them by virtue of their race, gender or social status; (3) to note the role played by informal education, or experiences gained outside the learning institutions (4) the transition to work and the pathway chosen from among a wide variety of options available; and (5) examining the role of the education and job providing institutions to attract these youth and their efforts to recruit and retain selected candidates. The methodology employed for this study involved the coding and analysis of data using Straussian techniques However, analysis and coding was made difficult due to the changing nature of the lifestyle of the youth pursued in the process of ‘growing up’ to adult status. The political landscape had also changed with Labour Government and the New Deal. It was observed that the changing social identities brought about by changes in the environment also affected the careers and pathways chosen by this group. Choices made also reflected social and family ties and support, and could lead to anything from not yet being employed to being tied to a continuous circle of learning to learning fatigue as opposed to those with an array of choices from which they chose their careers. Sometimes due to competition and lack of seats being available in desired professions, students were forced to take alternative courses. Young people realized that they had choices and were themselves to blame where not taken so it was pointless to feel sorry for oneself. Some of them were disappointed and did not want to carry on further education. It was found that centres of action and areas of choice were determined by interplay of: (i) Family, home and domesticity (ii) Work, education and training and (iii) Leisure and social life. Mentors and teachers were also noted for their influence on student choices. At the same time, it was noted that divergence between the goals of higher learning institutions and student interests did not augur well for further education- rather it caused tension between these two entities. In ‘Space, Work and the New Urban Economies’, Ball and others (2000) touch upon the time and space biographies of Michael, Wayne and Rachel and comment upon their different experiences of post adolescence. Service style establishments from coffee shops to hotels and haircutting saloons pre-dominate London’s landscape, offering employment opportunities to youth but also being new venues of social discrimination. The research on these people has focused on interviewing the subjects and their parents regarding everything from career choices to hobbies and lifestyle. This is how they gathered and analysed data. In ‘Boys, Girls and Achievement: Addressing the Classroom Issues’, Becky Francis (2000) looks at the social landscape of Britain in the 1990s and comments that there is still a fascination with the male psyche and male dominated workplace. Despite all the claims of no gender discrimination, we still see that women occupy a reduced share of the workplace jobs, and at most times have to juggle between being a housewife, mother and working woman all at the same time. Despite this inequity they are still paid less than males for equivalent jobs and there remains a glass ceiling in higher echelons of management. It is amusing that these disparities still exist because the new era has been characterized somewhat by men staying at home while they wives work in increasing numbers. Francis is an avowed feminist and does not hide her dismay or her aspirations to see social changes that will improve the lot of women in general- in the classroom, the workplace and the home. Writing on gender and achievement, Francis starts off in Chapter 1 by maintaining that while the media would have us believe that gender discrimination has been addressed to a large extent today, the malaise still continues. It had its genesis in the 1970s and 1980s when girls were ill treated and marginalized in the classroom not only by boys but also the teachers and the school system (Francis, 2000, 4). Researchers argue that while being male or female is a matter of sex, the term gender is a wider concept involving social constructs and perceptions. For example, while masculinity has been associated with rationality, strength, aggression and thinking, femininity has been saddled with emotion, frailty, care and cooperation, body issues etc. While growing up, boys and girls often play act using different gender roles and so immerse themselves in these distinctions. These differences are sometimes affected by culture and social class as well. Further delving into the theoretical dimensions involving the genesis of such differences in Chapter 2, Francis mentions that previous studies have identified different types of roles being taken up by males and females in different cultures. This varies from macho lads to academic achievers and new enterprisers to real Englishmen. Caribbean culture has similarly been identified by conformists, innovators, retreatists and rebels. Francis dies not agree with this categorization and prefers to look at it as the different ways in which masculinity and femininity are achieved. A woman who is aggressive or pushy may be regarded as a bitch and manipulative but that does not make her less feminine. Francis believes that such socially constructed and determined gender differences are limiting to both sexes, and as such they need to be dissected, deconstructed and restructured in a manner that is less damaging to society. Like the earlier work of Ball et al.(2000), this study was also funded by the Economic and Social Research Council, and involved a project conducted in three different secondary schools in London in 1998-99 and represented greater London, semi-suburban and inner city areas. While boys outnumbered girls 2:1, there was a majority of ethnic populations also covered with the majorities being Afro-Caribbean and Vietnamese Asian. Yet it was noticed that girls usually performed better than boys on the GCSE. It has been observed by researchers that social class differences had a significant impact on performance in the classroom. For instance, Indian and Chinese pupils often outperformed their British and other counterparts, and the same can be said of Afro-Caribbean girls. This was despite their parents lesser interaction with the schools. The study focused on pupils in the 14-16 year old group preparing for their GCSE examination, with observations undertaken during their English and Maths lessons in the classroom- the first being a traditionally female and the second a male dominated subject. Commenting on the Gendered Differences that exist in the Classroom culture, in Chapter 3 Francis notes that even when there are no seating restrictions between sexes, boys would like to sit with boys and girls with girls. Possible exceptions could relate to boys and girls who have developed some sort of friendship. While girls were content to draw less attention to themselves, walked about less and were less noisier than boys as well, boys used all these dimensions (noise, walking about and contributions to feedback) as evidences of dominating the classroom. Teacher’s perceptions and perpetuations of gender differences further solidified these constructs. While some teachers held to traditional beliefs that girls are better at language and boys are better at math, other teachers did show a difference in approaching boys and girls in the classroom. This perception of equality among the sexes could be one reason that differences in performance among boys and girls are lessening in GCSE examinations. Boys also tended to be noisier and were disciplined more than girls, although some complained of discrimination in this regard. Moving on to young people’s constructions of gender and status roles in Chapter 4, Francis notes that left to themselves, boys and girls often see masculinity and femininity as being in opposition to each other. For instance, femininity was mostly connected with being caring and selfless, while masculinity was seen as being silly and selfish. In consequence girls regarded themselves as more mature and boys as immature and silly (Francis, 2000, 50). In Chapter 5, Francis goes about to discuss young people’s talk about gender and studentship. Asked to describe the ideal student, it was apparent that students had their own perceptions and viewpoints, as a consequence of which no less than 38 different characteristics were identified. These ideal characteristics varied from being a teacher’s pet to an all round goody-goody to being handsome or cute and likeable. Coming to ability on different subjects, the greater number of boys and girls believed that males and females had equal ability with a lesser number agreeing that males and females had different abilities. It is also significant that gender differences in perceived abilities regarding different subjects are beginning to decrease since the 1990s. In Chapter 7, Francis describes the Young People’s Talk about Gender and Behaviour. In general it was observed that boys tended to be more dominating, boisterous and use more classroom space. This is typical ‘laddish’ behaviour. Such behaviour was widely believed to impede their learning ability. Yet they indulged in such behaviour bowing to peer pressure, or wanting to prove themselves macho and one of the lads- in other words a form of male bonding. Such instances as giving the teacher a hard time, being boorish and disruptive were all part of conforming to this norm of masculinity. Interest in sports is another diversion. Concerning the viewpoint that being male or female made a difference to their lives in general, many of the subjects, about 2/3rd of the girls stated that it did make a difference, while the boys appeared about equally divided as to whether it made a difference or not. Girls appeared to be jealous of the extra freedom that boys got in order to explore various choices. What seems to be more important to Francis is the need for boys and girls to fit in with their age group and environment. Boys and girls who were studious tended to be labelled as nerds and were considered socially undesirable. The sport of football must take some blame for inculcating a laddish attitude in boys. Boys’ distaste of reading is unfounded and can be addressed by making separate reading rooms for boys and girls. Some teachers appreciated the questioning and reasoning power of boys compared to girls who were diligent but did not seem to challenge the status quo. Good teaching, a healthy classroom ethos, discipline and high expectations for both sexes was what is considered necessary to improve performance and achievement (Francis, 2000, 135). Conclusion While both of these studies are gender related, each approaches the problem from a distinctly different viewpoint. Though both relate to the adolescent population of London, one is confined to the classroom while the other picks up as these students leave their almer mater and start moving out to find their place in the world of work. Both nevertheless show that hard work and achievements in the classroom can be rewarding in setting foot toward a good career. References Ball, S.J., Maguire, M. and Macrae, S. (2000): Choice, Pathways and Transitions Post-16. London: Routledge /Falmer.  Bauman, Z., and May, T. (2006): Thinking Sociologically (Reprint), Oxford: Blackwell.  Francis, B. (2000): Boys, Girls and Achievement: Addressing the Classroom Issues. London: Routledge /Falmer.  Read More