Education as an arena for anti-feminism: devaluation of femininity in primary education.
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| Title: | Education as an arena for anti-feminism: devaluation of femininity in primary education. |
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| Authors: | Pangritz, Johanna Maria1 (AUTHOR) johanna.pangritz@uhk.cz, Andrš Fárová, Nina1 (AUTHOR) |
| Source: | Gender & Education. Oct2025, Vol. 37 Issue 7, p776-791. 16p. |
| Subject Terms: | *Primary education, *Comparative studies, *Masculinity, Anti-feminism, Sex discrimination, Gender role |
| Geographic Terms: | Germany, Czech Republic |
| Abstract: | In the European context, there have been discussions for many years about how the number of female and male teachers in primary education should be more balanced. This story is also linked to the deteriorating school performance of boys, who are perceived as lacking male role models in schools. Thus, the feminization of primary education is often seen as an undesirable condition that should be rectified. This pejorative perception of feminization of education is related to the broader trends of anti-feminist politics, and this anti-feminist backlash is gradually being introduced into education as well. This article presents two case studies, Germany and Czechia. The analysis is based on data collected in 2015–2020 from ethnographic research in elementary schools, data from analysis of policy documents and media output, data from a systematic literature review, and quantitative research. In conclusion, three re-masculinization strategies used to devalue femininity in education are presented. First, 'female climate' as a reason for boys' failure; second, father figures missing in education; third, promoting 'gender diversity 'as pretext to bring back more men and masculinity. All strategies share an antifeminist core because they all devalue women and femininity and reinforce the current gender order. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | In the European context, there have been discussions for many years about how the number of female and male teachers in primary education should be more balanced. This story is also linked to the deteriorating school performance of boys, who are perceived as lacking male role models in schools. Thus, the feminization of primary education is often seen as an undesirable condition that should be rectified. This pejorative perception of feminization of education is related to the broader trends of anti-feminist politics, and this anti-feminist backlash is gradually being introduced into education as well. This article presents two case studies, Germany and Czechia. The analysis is based on data collected in 2015–2020 from ethnographic research in elementary schools, data from analysis of policy documents and media output, data from a systematic literature review, and quantitative research. In conclusion, three re-masculinization strategies used to devalue femininity in education are presented. First, 'female climate' as a reason for boys' failure; second, father figures missing in education; third, promoting 'gender diversity 'as pretext to bring back more men and masculinity. All strategies share an antifeminist core because they all devalue women and femininity and reinforce the current gender order. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09540253 |
| DOI: | 10.1080/09540253.2024.2353750 |
