Becoming a Gendered Body: Practices of Preschools

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Table of Contents

General Summary of Themes and Ideas
The Application of the Ideas
My Opinion on the Value of the Ideas
Conclusion
Work Cited

The article Becoming a Gendered Body: Practices of Preschools, written by Karin A. Martin, narrates about the dependency of ones gendered perceptions on social constructions instilled in schools. The scholars observations serve for determining the link between these two phenomena while discussing them in detail by the sphere of influence and the people involved in the process. Thus, both children and teachers act in a way to promote the differences in the bodies of male and female students (Martin 494). This practice leads to the formation of particular views of people, which, subsequently, are reflected in their movements and thereby promote gender inequality.

General Summary of Themes and Ideas

In the piece under consideration, the approach to boys and girls in educational facilities is presented through the lens of hidden curricula. They are referred to as covert lessons that schools teach used for exercising control over individuals socialization (Martin 495). These events are typically attributed to several categories, including clothes, behaviors, voice, bodily instructions, and physical interactions (Martin 494). For instance, girls are continuously reminded of the necessity to conform to a gentle image, keep quiet, wear dresses, and imitate female conduct. In contrast to them, boys are free in their physical and cognitive self-expression, and the only rules suitable for them are those intended to avoid harm for others. These policies contribute to the confusion of the affected persons when they want to challenge societal norms by their individuality.

The Application of the Ideas

The themes and ideas described above are significant for both childhood and the transition to adulthood as they determine subconscious perceptions of individuals in the long run. From this standpoint, the hidden restrictions applicable to girls result in their seemingly less privileged position in society compared to their male counterparts. This effect is achieved through the emphasis of educators on the former category of students as that of limited movements or restricted by the physical aspect through clothes and manners (Martin 497). Therefore, a gendered body is a concept implied in communication in any setting in the present-day world, which unintentionally increases the gap in equality when promoted by social institutions.

My Opinion on the Value of the Ideas

The ideas discussed by Martin in the article are valuable from the point of view of the mechanism which should be developed to eliminate the risks of the above phenomena. In other words, they are advantageous for the educators, who support the practice of insisting on varying rules for boys and girls in schools and other public facilities. Indeed, the continuation of the past practices under the current circumstances and the need for providing comparable chances in life disrupts womens wellbeing. It means that teachers should pay particular attention to this aspect when introducing rules and avoid referring to ones gender as a measure of a persons conduct. This change seems beneficial for the prosperity of future generations, and the findings contribute to its successful implementation.

Conclusion

To summarize, the information in the article under consideration is useful for ensuring gender equality. The detailed examination of the causes of this problem stemming from the early years of citizens subject to varying treatment by educators demonstrates the impossibility of shifting the situation without modifying the underlying practices. This initiative can be effective only if similar projects on increasing the awareness of school representatives are conducted nationwide. Thus, the alarming nature of challenges related to gendered bodies, which affect ones self-expression, defines the necessity to readjust the actions regulating childrens behavior.

Work Cited

Martin, Karin A. Becoming a Gendered Body: Practices of Preschools. American Sociological Review, vol. 63, no. 4, 1998, pp. 494-511. Web.

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Becoming a Gendered Body: Practices of Preschools

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