Psychology & Sexuality ( IF 2.344 ) Pub Date : 2020-12-24 , DOI: 10.1080/19419899.2020.1861072 David Byrne 1 , Aiden Carthy 1
ABSTRACT
There currently exists a substantial body of research regarding the influence that the educational environment can bear upon the social and emotional wellbeing of male and female students. It has been highlighted that young female students tend to present with lower levels of wellbeing than do male students, and that the behaviour of male students may be implicit in this discrepancy. Some scholars have proposed sex segregation to be an appropriate palliative measure in addressing the lower measures of wellbeing observed among female students. This paper will present a counter-argument to this proposal based on two principal arguments. First, that sex segregation can have deleterious outcomes for female students and may reify the identity of young girls as ‘weaker than’, or ‘needing protection from’, young boys. Second, that sex segregation overlooks the performative aspect of gender and fails to account for male students who may perform a feminine gender-identity. Wellbeing perspectives from a post-primary context will be examined in relation to international research regarding both biological sex and socially constructed concepts of gender. It will be proposed that educational discourse that informs decisions to segregate the sexes be reconceptualised to include a broader understanding of students’ needs and identities in relation to both sex and gender.
中文翻译:
反对小学后性别隔离的论据:审视幸福的观点
摘要
目前存在大量关于教育环境对男女学生的社会和情感健康的影响的研究。有人强调,年轻女学生的幸福感往往低于男学生,而男学生的行为可能隐含在这种差异中。一些学者建议将性别隔离作为一种适当的姑息措施,以解决在女学生中观察到的较低的幸福感。本文将基于两个主要论点对该提议提出反驳。首先,性别隔离可能对女学生产生有害的后果,并可能将年轻女孩的身份具体化为“比男孩弱”或“需要保护”。第二,这种性别隔离忽视了性别的表演方面,也没有考虑到可能表现出女性性别认同的男学生。将结合有关生物性别和社会建构的性别概念的国际研究来研究来自小学后背景的福祉观点。将建议重新概念化为性别隔离决定提供信息的教育话语,以包括对学生在性别和性别方面的需求和身份的更广泛理解。