The Institutions Of Classroom Dynamics

944 Words Oct 13th, 2015 4 Pages
The institutions of classroom dynamics in educational settings reveal social differences in the American educational system. Within the American educational system, students and teachers alike are subject to both visible and invisible forms of inequality and difference. Within this system, concepts, such as the double bind, subordination of women, and androcentrism expose how both student/teacher dynamics and student/student dynamics define gendered boundaries. Moreover, these boundaries perpetuate a system of privilege men and masculinity are not only higher in priority above women and femininity, but one where the groups with less power are caught in a system that mandates that whatever feminine or masculine qualities they adopt are both situation-dependent yet consistently fail to satisfy gendered expectations.
Classical media portrayals of professionals in public high school educational settings show women as the humanities teachers, men as those teaching science, technology, engineering, and mathematics (STEM)-related subjects, and a male principal presiding over all students and faculty. By emphasizing the pre-existing prioritization of STEM subjects over humanities and arts in contemporary high schools, that which is deemed to be taught by women dependent on men within the institution places women in the most subservient positions within this hierarchy of power. Another example of the subordination lies how in student/teacher dynamics is when white (often male)…
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