Gender roles and school subjects in adolescent girls

Abstract

Summary A sample of 43 girls aged 10‐15 years were interviewed about their own and other girls’ school subject choices, likes and dislikes, and which subjects girls were viewed as supposed, or not supposed, to do. The reasons for their answers were also explored. The interview material was analysed in relation to the following issues. First, whether they fitted previous accounts of the gender stereotyping of specific school subjects. Secondly, the gender‐intensification hypothesis, which predicts that masculine activities will decrease in early adolescence. Thirdly, Lillian's (1976) hypothesis of more flexible explanation for gender roles at older ages. The results showed a lack of stereotyping in girls’ own preferences, a moderate level in other girls’ likes and dislikes, and much more in what girls were supposed to do, or not supposed to do. There was no evidence that girls cease to like masculine subjects at menarche, but a decrease was indicated in 14‐15 year‐olds. Lillian's hypothesis that younger ages perceive gender roles more in terms of fixed conventions than personal choice was supported, although the evidence was limited.

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