The Gender and Material Challenges Working-Class Girls Face

Paper Info
Page count 4
Word count 606
Read time 3 min
Subject Sociology
Type Essay
Language 🇺🇸 US

In the article “In a different place: Working-class girls and higher education,” the author explores the central issue of the gender and material challenges working-class girls face when seeking higher education. Accordingly, the study’s main argument is that gender and class characteristics limit girls’ social interaction. Thus, the paper presents specific arguments, such as how kinship ties shape gendered perceptions of working-class girls’ commitments. As evidence of this, it can be noted that working-class girls, in addition to material inequality, face the importance of the factor of personal life and the creation of a family. Therefore, it limits their aspirations for higher education (Evans, 2009, p.341).

The argument is also provided that working-class people cannot make full use of the right to enter higher education institutions. The reason can explain this is that even after democratization, middle-class girls do not often change their habitual way of life. Accordingly, education seems inaccessible to them and distant from their worldview (Evans, 2009, p.342). However, the article’s writer explains that the state supports a democratic system of higher education. This is confirmed by the fact that the government has created state programs in accordance with which additional enrollment in universities was announced, and the gender gap between students of higher education institutions was reduced (Evans, 2009, p.341).

The article used the interview method, the group of those willing to participate was 21 students, aged 17-18 years old and the last year of education. It is significant to notice that two interviews were conducted, which permitted to investigate the issue more thoroughly. This is because most respondents received an invitation to enroll in a higher education institution at the time. Therefore, conducting two interviews with the same sample at different time intervals can be considered an advantage of this method. It is interesting to mention that an expansive sample was chosen for the study, which allowed for the inclusion of racial minorities (Evans, 2009). However, it should be emphasized that almost all of the interviews were conducted within a school setting, which may have influenced the responses of the participants. As a better method, a neutral location could have been chosen that did not cause respondents to associate with school or family responsibilities. At the same time, as an alternative research method, an anonymous questionnaire could be selected. That is, to carry out the first stage of the questionnaire and the second interview to compare participants’ explanations.

Respondents confirm the author’s argument that the established form of family relationships significantly influences them. Even those working-class girls who chose to study still tried to fulfill their gender roles at the familiar level. At the same time, interviewees argue that the cost of education is too expensive to enable them to attend university fully, and they are forced to continue in their gendered, altruistic roles. Moreover, the participants point out that state assistance and funding for their education is insufficient, so they must enroll in educational institutions that are close to their homes (Evans, 2009). It is significant to mention that the writer adequately considers alternative research and scholarly literature and extensively uses it in the article.

The study has a geographical limitation because it deals only with South London. However, for a more valid and reliable result, the views of working-class and upper-class girls could have been compared. Such a comparison would demonstrate the gap in understanding gender roles and the need for learning among the various classes of society. As a consequence, recommendations could have been made on how to overcome it. Although it is worth noting that, overall, the writer successfully conducted the research and considered many critical points.

Reference List

Evans, S. (2009). “In a different place: Working-class girls and higher education”, Sociology, 43(2), pp. 340-355.

Cite this paper

Reference

EduRaven. (2022, December 24). The Gender and Material Challenges Working-Class Girls Face. Retrieved from https://eduraven.com/the-gender-and-material-challenges-working-class-girls-face/

Reference

EduRaven. (2022, December 24). The Gender and Material Challenges Working-Class Girls Face. https://eduraven.com/the-gender-and-material-challenges-working-class-girls-face/

Work Cited

"The Gender and Material Challenges Working-Class Girls Face." EduRaven, 24 Dec. 2022, eduraven.com/the-gender-and-material-challenges-working-class-girls-face/.

References

EduRaven. (2022) 'The Gender and Material Challenges Working-Class Girls Face'. 24 December.

References

EduRaven. 2022. "The Gender and Material Challenges Working-Class Girls Face." December 24, 2022. https://eduraven.com/the-gender-and-material-challenges-working-class-girls-face/.

1. EduRaven. "The Gender and Material Challenges Working-Class Girls Face." December 24, 2022. https://eduraven.com/the-gender-and-material-challenges-working-class-girls-face/.


Bibliography


EduRaven. "The Gender and Material Challenges Working-Class Girls Face." December 24, 2022. https://eduraven.com/the-gender-and-material-challenges-working-class-girls-face/.

References

EduRaven. 2022. "The Gender and Material Challenges Working-Class Girls Face." December 24, 2022. https://eduraven.com/the-gender-and-material-challenges-working-class-girls-face/.

1. EduRaven. "The Gender and Material Challenges Working-Class Girls Face." December 24, 2022. https://eduraven.com/the-gender-and-material-challenges-working-class-girls-face/.


Bibliography


EduRaven. "The Gender and Material Challenges Working-Class Girls Face." December 24, 2022. https://eduraven.com/the-gender-and-material-challenges-working-class-girls-face/.