Stories of Gender Exclusion and Possibility: Ethnographic Studies in Educational Contexts

Gender exclusion and possibility are two sides of the same coin in educational contexts. On the one hand, gender norms and expectations can create barriers to educational opportunities and outcomes for students. On the other hand, gender can also be a source of strength and resilience, and it can empower students to overcome challenges and achieve their goals.

This article presents a collection of ethnographic studies that examine the experiences of gender exclusion and possibility in educational contexts. The studies explore the ways in which gender norms and expectations shape educational opportunities and outcomes for students, and they identify strategies for promoting gender equity and inclusion.

Being Single in India: Stories of Gender, Exclusion, and Possibility (Ethnographic Studies in Subjectivity Book 15)

by Sarah Lamb

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Gender Exclusion

Gender exclusion can take many forms in educational contexts. It can include:

• Stereotyping: Students may be stereotyped based on their gender, which can lead to them being treated differently in school. For example, girls may be stereotyped as being less capable in math and science than boys, and they may be discouraged from pursuing careers in these fields.
• Harassment: Students may be harassed or bullied because of their gender. This can create a hostile learning environment and make it difficult for students to succeed.
• Discrimination: Students may be discriminated against because of their gender. This can include being denied access to educational opportunities, being treated unfairly by teachers or administrators, or being excluded from social activities.

Gender exclusion can have a significant impact on students' educational experiences and outcomes. Students who are excluded from educational opportunities are less likely to succeed in school and to go on to college. They are also more likely to experience mental health problems and to engage in risky behaviors.

Gender Possibility

Despite the challenges of gender exclusion, there are also many stories of gender possibility in educational contexts. These stories show that it is possible to overcome gender barriers and to create more equitable and inclusive learning environments.

Gender possibility can take many forms in educational contexts. It can include:

• Challenging stereotypes: Students can challenge gender stereotypes by speaking out against them and by pursuing their own interests. For example, girls can challenge the stereotype that they are not good at math and science by taking challenging math and science courses and by pursuing careers in these fields.
• Supporting each other: Students can support each other by creating safe and supportive spaces where they can talk about their experiences and work together to overcome challenges. For example, students can start clubs or groups that focus on gender equity and inclusion.
• Advocating for change: Students can advocate for change by speaking out about gender exclusion and by working to create more equitable and inclusive policies and practices. For example, students can lobby for changes to school policies that discriminate against students based on their gender.

Gender possibility can have a significant impact on students' educational experiences and outcomes. Students who feel empowered to challenge gender barriers are more likely to succeed in school and to go on to college. They are also more likely to have positive mental health and to engage in healthy behaviors.

The stories of gender exclusion and possibility presented in this article show that gender is a complex and multifaceted issue in educational contexts. On the one hand, gender norms and expectations can create barriers to educational opportunities and outcomes for students. On the other hand, gender can also be a source of strength and resilience, and it can empower students to overcome challenges and achieve their goals.

It is important to create educational environments that are equitable and inclusive for all students, regardless of their gender. This means challenging gender stereotypes, supporting students who are experiencing gender exclusion, and advocating for policies and practices that promote gender equity.

By working together, we can create schools where all students feel safe, respected, and empowered to reach their full potential.

References

1. American Association of University Women. (2018). Why So Few? Women in Science, Technology, Engineering, and Mathematics. Washington, DC: American Association of University Women.
2. Brown, C. S., & Gilligan, C. (1992). Meeting at the crossroads: Women's psychology and girls' development. Cambridge, MA: Harvard University Press.
3. Connell, R. W. (1995). Masculinities. Berkeley, CA: University of California Press.
4. Epstein, D. (2010). Boys will be boys: Gender, schools, and the making of masculinity. New York, NY: Routledge.
5. Ridgeway, C. L. (2011). Framed by gender: How gender inequality perpetuates itself. Oxford, UK: Oxford University Press.

Being Single in India: Stories of Gender, Exclusion, and Possibility (Ethnographic Studies in Subjectivity Book 15)

by Sarah Lamb

4.8 out of 5

Language	:	English
File size	:	6217 KB
Text-to-Speech	:	Enabled
Enhanced typesetting	:	Enabled
Word Wise	:	Enabled
Print length	:	237 pages
Lending	:	Enabled
Screen Reader	:	Supported

FREE