When I think back about how my first education course has shaped my identity, I amazed with how much I have taken away. While I have learned so much and will be absolutely able to apply each to my evolving teaching “style”, I think the Lyn Mikel Brown’s In the Bad or Good of Girlhood will always resonate with me. The article discusses the research done within two different groups of white girls (one middle class, one working class) in Maine. The research was done to disprove the metonymic fallacy: the belief that the experiences of white middle class women wholly comprise women’s experience and identity. Both groups emerge as completely different in beliefs of the female ideal and definition. It is easy to see how different gender identity is within one group. However, in our society, we tend to label children with gender before they can even talk. Children get “hard-wired” about the definitions of male and females from the most mundane things, like toys.
Below is a short YouTube clip about children, toys and gender identity.
Not only do we shape our children’s ideas about gender, but we also shape their ideas about “good” and “bad”. Boys have certain standards and accepted behaviors, while girls have others. I have witnessed gender play a role within the classroom throughout my project, but one incident between two kindergarten girls is in the forefront of my memory…
At the change of classes, the kindergartners seize the opportunity to run around and cause as much anarchy as humanly possible in those two minutes. During one interlude, two girls began fighting over the teacher’s chair. One was sitting in it (one who is usually instigating fights- the “bad” girl), while the other was trying to pull her out (one who is usually the “good” girl). Our “good” student was trying to keep the “bad” student from misbehaving and kept pulling her yelling “Stop! You are NOT supposed to be sitting THERE!” The “bad” girl didn’t reply but had the largest grin on her face. Then about four boys run over and start pushing the girls into each other a few times before beginning to kick the “bad” girl. This all happened within about ten, maybe fifteen seconds.
As I am running over, there are hands and legs flying everywhere. At one point a boy pushes the “good” girl into the “bad” girl and she responds by hitting her. Then the “good” girl pinches and twists the girl’s hip, making her scream and cry. By the time I reach them, the boys have already run away and the teacher is approaching us. The girl has a large, red welt, but both girls are crying and blaming each other. The teacher sighs and says “That one is ALWAYS starting trouble.” The most unusual part about this whole episode is the fact that the boys were like ghosts. The girls kept screaming about each other and the teacher acted as if she didn’t see them fleeing from the area. While the girls were definitely at fault, the argument began as one of rules and order. It only became personal once the boys entered the mix.
I hope that I will become a teacher who will encourage students to not let gender identity inhibit their aspirations. Too many boys are hesitant to be who they are because they are led to believe that they can’t. And too many girls are led to believe that good and bad is finite and tangible. While it is important to remember that being male of female makes them who they are, it should never stop them from becoming who they want to be.
Subscribe to:
Post Comments (Atom)
This sounds pretty interesting. In my own experience I had a similar situation except these were all boys. The teacher constantly picked on the same students, often times the students would misbehave but even on a good day the teacher would always find fault. By doing this the students have become accustomed to disrespecting the teacher! This reminds me of "The Good and Bad of Girlhood" by Lyn Mikel Brown. There were two groups of girls that were being studied. The Mansfield and Acadia group.
ReplyDeleteMansfield grew up in a more rural area. It was small, and it derived from a working class. This group was always concerned about having enough anticipated lives of hard work for success. They pushed away their teachers and were very vocal. They were more likely to vocalize and live anger in full view of teachers. These students really needed someone to listen with open hearts and open minds.
On the other hand the Acadia girls were from the city and more middle class workers. They held back feelings and opinions and seek out adults who will listen. They have direct speech and body language. They want teachers to be themselves and hold beliefs and convictions. They were more suppressed of anger and frustration. they didn't challenge culture of school and help the status quot.
For the students that I worked with in the classroom they have a lot of these characteristics similar to both groups that were being studied, aside from gender since the groups were all girls. The students that I observed all had feelings of inadequacy towards the teacher. They all strive for attention. They could use a loyal teacher. This classroom that they are in does not portray a sense of comfort, home, or safety. There is no supportive relationship or appreciation in this classroom. I hope this teacher can change the way he shapes his classroom.
Thank you, Valerie, for such a thoughtful and sophisticated interpretation of the classroom incident. The YouTube link is also fascinating. I would love to hear more about what you meant by your final statement. I assume you are referring to the social construction of gender. Am I correct?
ReplyDeleteWelcome to the good fight,
Dr. August