Gender, young people and schooling: Pathways for challenging gender norms

性别、年轻人和学校教育：挑战性别规范的途径

基本信息

批准号：
ES/T007311/1
负责人：
Sarah Nicola Metcalfe
金额：
$ 12.89万
依托单位：
Durham University
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2019
资助国家：
英国
起止时间：
2019 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FT007311%2F1
关键词：
Gender young people schooling Pathways

项目摘要

Gender inequalities are an increasingly high profile societal problem and represents a significant issue within educational institutions. In a wider political context, the recent increasing awareness of the gender pay gap, gender- based discrimination (e.g. #MeToo), and sexism in schools and workplaces demonstrates the importance of my research to challenge the taken-for-granted gender norms which permeate educational discourse in the UK. Therefore, to acknowledge the complexity of gendered identities in young people is important to promote agency, individuality and minimise the negative consequences for young people's mental health. Gender roles and expected behaviours can place significant pressures on young people to conform to these idealised identities. This is particularly significant for young people because the period of adolescence is a transitional time characterised by flux and uncertainty. My PhD research which used physical education (PE) as a lens to view gender inequalities in schools, suggested that there is the potential for negative consequences of gender norms, exacerbated by social comparison in relation to one's embodied appearance. The rise of social media as a significant problem faced by young people (Royal Society for Public Health, 2017) emphasises the need to ensure practitioners and policy-makers understand the specific experiences of young people. In critically examining the gendered experiences of young people within education (and more specifically, PE), my work offers a lens through which interventions and ways of challenging entrenched gender norms can be achieved. Through demonstrating that gender norms often operate at a non-conscious level, my previous research offers the possibility of using this knowledge to challenge and change the experiences of young people, allowing for the possibility of a more inclusive and sensitive school experience for many. A key purpose of this proposed fellowship is to engage practitioners with my research, supported by my own better understanding of pathways to impact in this field, thus encouraging a critical reflexivity and increased awareness of how gender can be problematic for young people in educational fields.My research therefore addresses these taken-for-granted gender norms influencing how young people interpret their gendered identities, underpinned by a theoretical perspective which utilises the conceptual tools of Pierre Bourdieu. Drawing upon my previous PhD research, this fellowship will allow me to maximise the routes to impact by:1. Publishing three articles arising from my doctoral research.2. Completing a small-scale research project (as a form of knowledge exchange activity) to disseminate andreflect on my PhD research with key stakeholders and decision makers in schools. This element ensures that my doctoral research is fully fed-back to key stakeholders with the intention of challenging schools to address instances of gender inequality.3. Developing research networks and collaborations, both within the world of academia, with teacher practitioners, and in wider sports/PE networks. These collaborative networks are critical for my own career development in terms of receiving feedback on draft papers/grant proposals and establishing potential future cross-institutional research projects.4. Developing a project proposal for Leverhulme and/or ESRC New Investigator Grants to continue my research in the context of interventions and strategies to challenge gender norms in practice. This project will be methodologically framed in participatory action research principles to illustrate the impact of interventions designed to challenge the taken-for-granted gender norms in schools.

性别不平等是一个越来越高的社会问题，代表了教育机构中的一个重大问题。在更广泛的政治背景下，最近对性别薪酬差距，基于性别的歧视（例如#MeToo）和学校和工作场所的性别歧视的认识越来越多，这表明了我的研究对挑战在英国渗透的教育教育课程的研究的重要性。因此，要承认年轻人的性别身份的复杂性对于促进代理，个性并最大程度地减少对年轻人的心理健康的负面影响至关重要。性别角色和预期的行为可能会给年轻人带来巨大的压力，要求其符合这些理想的身份。这对年轻人尤为重要，因为青春期是一个以不断变化和不确定性为特征的过渡时间。我的博士学位研究将体育（PE）用作镜头来查看学校中的性别不平等，这表明，性别规范的负面后果可能会导致与一个人体现的外观有关的社会比较，这加剧了性别规范的负面影响。社交媒体作为年轻人面临的重大问题的兴起（皇家公共卫生学会，2017年）强调了确保从业者和政策制定者了解年轻人的特定经历的必要性。在批判性地检查教育中年轻人的性别经历（更具体地说是PE）时，我的工作提供了一种镜头，可以通过这些视角来实现干预措施和挑战性的根深蒂固的性别规范。通过证明性别规范通常在非意识层面上运作，我以前的研究提供了使用这些知识来挑战和改变年轻人的经历的可能性，从而使许多人更具包容性和敏感的学校经历。这项提议的团契的一个关键目的是让从业人员参与我的研究，在我对影响这一领域影响的途径的支持下，鼓励对性别的批判性反思性并提高认识，对年轻人对教育领域的年轻人有问题。布迪厄。利用我以前的博士学位研究，该奖学金将使我能够最大程度地影响以下影响：1。发表三篇是由我的博士研究引起的文章。2。完成一个小规模的研究项目（作为知识交换活动的一种形式），以与学校中的主要利益相关者和决策者一起对我的博士学位研究进行传播。该元素可确保我的博士研究完全喂养关键利益相关者，以挑战学校解决性别不平等实例3。在学术界，教师从业人员和更广泛的体育/PE网络中，开发研究网络和合作。这些协作网络对于我自己的职业发展至关重要，就收到论文草案/赠款建议的反馈而建立潜在的未来跨机构研究项目。4。为Leverhulme和/或ESRC制定项目建议，以在干预措施和策略中继续我的研究，以继续我的研究，以挑战实践中的性别规范。该项目将在参与式行动研究原则上进行方法论，以说明旨在挑战学校中授予的性别规范的干预措施的影响。