abstract

http://www.jstor.org/stable/pdfplus/3211085.pdf
Goetz, Judith P., and Linda Grant. "Conceptual Approaches to Studying Gender in
Education." Anthropology & Education Quarterly 19 (1988): 182-96.

The “Conceptual Approaches to Studying Gender in Education” theorizes that few differences exist in the learning capabilities between genders. The article reasons that men traditionally hold a stronger education over women due to dissimilarities in taught materials and not because a man’s mind holds superior traits, "in school boys are assigned manipulative jobs while girls are given nurturant tasks. This complementary division is reinforced by boys' being encouraged to lead and act, whereas girls are encouraged to follow and watch" (Goetz 185). Throughout the article, the authors question, "What happens to students in classrooms and schools to reinforce their identities as masculine and feminine? What role does education play in learning to be a woman or a man? How do teachers and educational leaders affect the process? How do students influence one another to be girl-like or boy-like? (Goetz 182). To answer these questions, Goetz and Grant observe gender in education, considering several aspects, throughout history and into the present (1988). Goetz and Grant also frame their arguments with strong support by using studies as examples and other scholarly articles. Through the authors wrote a thorough analysis they overlook some historical aspects that I want to research further. They fail to mention the origins of education, why men received the first opportunities, and a contrasting point to their theory. Though these points do not present themselves throughout the article, the text remains useful in information and interesting with the support.
The article presents important points that will assist the research and development of my project. Though not relating directly to The Boarding School, or even the timeframe, this article presents crucial facts to the differences and similarities of gender roles on education. Foster’s The Boarding School, tells the account of an all girls boarding school in the late 1700s. During this time, and as The Boarding School validates, the education of women was rare and if given one consisted of needlework and housewife knowledge, not the equivalent of male education. As the article explains, the gap between genders in education has closed over the centuries. Single sex education reveals few differences in their learning material today. In fact, the school that The Boarding School focuses on we consider a finishing school today. Therefore, the article adds to my project by explaining differences and theories of gender in education.
The article presents an especially compelling argument claiming that little evidence supports “the existence of sex differences in the inheritance of traits relevant to educational performance or ability for educational leadership. Instead, they emphasize the strong evidence for sociocultural influences on differential treatment of boys and girls; for example, parental expectations, variations in teachers' responses, and gender-discriminatory counseling" (Goetz 183-4). I can use this argument to support my paper because it provides reasoning for the education of ladies in The Boarding School. While observing the accounts and stories of teachers in The Boarding School I will compare them with teachers today and male teachers of the time, while considering the articles point that teacher’s reasoning differed in the genders taught.
Overall, the article greatly added to my thoughts for the research project. It provides useful facts that will assist me in supporting my paper on education and gender, though the article relates to a later date than my concentration. This article will definitely be useful to the others doing The Boarding School, along with anyone else working with gender roles or education. I would recommend the text because the information remains useful and interesting.