The girl playing the "Schoolgirl"

This behavioral strategy is Point 1: Doing School

demonstrates higher ambivalence
the most common among The female student who is the
and strife than "good girls". She
adolescent girls. Some "Good girl" uses this behavior Boys are typically louder than girls and
may be trying to achieve or at Point 1
least define her goals which may girls behave in ways that because it is comfortable to her. Boys are raised to be active, aggressive, For some males, this isn't enough. display more attention seeking
are traditionally expected of She will also use this as a means to While some males thrive, others are behaviors than their female peers. This
not be congruent with school and independent outside of a school
them. This type of student cover up dimensions of her true self. left behind to fail and run the risk of not directly impacts how the classroom is
goals. She is outwardly compliant environment. Within the school, they are
is painted to "do her work While she receives adult approval, graduating. Others will become stars run, as teachers are paying more
and successful, but leaves clues expected to be quiet, passive and
on time, listen, and comply she is not seen as a leader, but only to discover the increasing attention to the boys so that they can
to her other identity which may not conforming. To keep the balance, schools
with adult instruction." rather someone who blends in. pressure of success. keep them engaged and diminish
fit in with the school culture. go the extra mile for boys and give them
more resources and attention. distracting behaviors.

Maverick Leaders: Point 2: Speaking Out Point 2 Calling boys future

Trouble Makers: How Girls Boys at the bottom and boys at the top
Some female students use this Does the social The From multiple teacher interviews, the mathematicians, the teacher
particular strategy in both Negotiate School Construct of Gender Miseducation of are magnets that attract a teacher's
Other girls who speak our authors observed that when teachers recall further distances them from the
Female students who friendly and unfriendly manners. Influence teaching and Boys attention either as a reward or as a
become identified as negative American some of their best students they've had, rest of the class. The authors
habitually speak our make She has an evident sense of learning in your mechanism for control. Teachers hope
leaders with unrealized Association of they often mention male students. On the stated, boys at school are
themselves highly visible in self, identity, idea's and place in licensure area? Why? -Myra Sadker & their male stars will become tomorrow's
potential. She is at risk for University flip side, teacher's often mention males either in the process of corporate presidents, senators, and
their schools and become the hierarchy of school with a David Sadker when they are asked to recall the student's becoming the Establishment or
failure, as other's perceptions Women civic leaders, but they do not hold high
publicly acknowledged as peer culture. She is "not afraid they've had the most trouble with. fighting it. Either way, they are
of her are typically negative. hopes for the boys at the bottom.
leaders. to say what she thinks." the center of attention.

Translators:
Have the ability to understand,
communicate and even facilitate
others interactions across
different worlds.
Some female students may
achieve success in school, with
peers, their home, and their
community because they are
proficient in two or more codes
of speech and behavior, thus
gaining status.
Point 3: Crossing Borders Point 3 Through athletics boys are taught that To develop tougher males while controlling
These female students are the The Sadker's state that boys often competition, aggression, and endurance wild ones, some schools implemented
most successful of the get tougher forms of discipline. It is build "real" men, on the playing field and in "rough-and-tumble" games that the boys
behavioral strategies. They are also mentioned that boys need the workplace. Because they intensified played during recess and made it part of
a cross between two cultures/ movement in their school day so traditional notions of masculinity, the official school curriculum. By
sets of norms. They are typically they could channel extra energy educators found sports to be attractive and sponsoring athletic contests, schools not
well liked and known. They are through athletics. started to incorporate them into official only developed "manly" boys but also
a mix between school girls and school programs. subdued unruly ones.
cool girls. Night to His Day

-Judith Lorber

Point 2: For society, Point 3: Gender as Process, Stratification and

Point 1: For individuals, gender Gender means Difference
means sameness The pervasiveness of
Individuals are born sexed but not gender as a way of
gendered, and they have to be taught to structuring social life
be masculine or feminine. demands that gender
statuses be clearly
differentiated.
Structure
As a social institution, gender is a process of
creating distinguishable social statuses for the
assignment of rights and responsibilities. As part
of a stratification system that ranks these statuses
unequally, gender is a major building block in the
social structures build on these unequal statuses.

In early childhood, humans develop
gendered personality structures and
sexual orientations through their
interactions with parents of the same
and opposite gender. As adolescents,
they conduct their sexual behavior
according to gendered scripts.
If men and women are doing the
same tasks, they are usually
spatially segregated to maintain
gender separation, and often the
tasks are given different job titles
as well, such as executive
secretary and administrative
assistant.
Gendered patterns of interaction
acquire additional layers of gendered
sexuality, parenting, and work
behaviors in childhood, adolescence,
and adulthood.

For human beings there is no essential

femaleness or maleness, femininity or
masculinity, womanhood or manhood,
but once gender is ascribed, the social
order constructs and holds individuals
to strongly gendered norms and
expectations.
In societies with less rigid gender
Since gender differences are boundaries, women and men
socially constructed, all men and spend much of their time with
all women can enact the behavior people of their own gender
of the other, because they know because of the way work and
the other's social script. family are organized.