School as a hostile institution: How Black and Immigrant Girls of Color Experience the Classroom

The paradox of girls’ academic gains over boys, across race and class, has perplexed scholars for the last few decades. Through a 3-year longitudinal ethnography of two predominantly economically marginalized and racially minoritized schools, I contend that while racially marginalized girls may have made academic gains, school is nevertheless a hostile institution for them. Focusing on the case of Black girls and recent immigrant girls of color, I identify three specific ways in which school functions as hostile institution for them: (1) gendered racial harassment from teachers, (2) erasure of intellect, and (3) estrangement within their communities. Furthermore, the denigration of immigrant girls becomes the conduit for misogynoir. I find that the gains of some racially marginalized girls in school often justify hostility against all of them. Bringing into conversation a feminist analysis of schooling that rejects girls’ educational gains as ubiquitous evidence of a gender revolution with a Black-colonial education framework that emphasizes schooling as a technology of oppression, I explore the current role of school as a hostile institution for Black girls and immigrant girls of color.

Gendered Housework Among Adolescents in India

Although an in-depth body of literature has explored the gendered lives of children in India, little is known about adolescents. Utilizing 24-hour time diary data from South India, this study examined how girls’ ( n = 554) and boys’ ( n = 577) engagement in housework varied by parents’ gender ideology. Findings show that adolescent girls with egalitarian parents do significantly less housework than girls with less egalitarian parents. At first glance, these findings support socialization theory—that what parents think translates into what adolescents do. However, boys do very little housework, regardless of parents’ gender attitudes. These differing findings are consistent with the idea of a stalled gender revolution and illustrate that socialization theory is not gender neutral.

Three dimensions of the relationship between gender role attitudes and fertility intentions

The relationship between gender role attitudes and fertility intentions is highly debated among social scientists. We emphasize the need for a multidimensional theoretical and empirical approach to extend the two-step behavioral gender revolution approach to a three-step attitudinal gender revolution approach distinguishing between gender roles in the public sphere, mothers’ role in the family, and fathers’ role in the family. Using the Generations and Gender Survey of eight European countries, we demonstrate the usefulness of such an approach. Gender equal attitudes related to the public sphere are more widespread than those concerning mothers’ or fathers’ roles in the family. Our results show that the association between gender role attitudes and fertility intentions varies—in terms of significance and magnitude—according to the dimension considered (gender roles in the public sphere, mothers’ and fathers’ role in the family), gender, parity, and country. We conclude that without a clear concept of and empirical distinction between the various elements of the gender role attitudes/fertility nexus, scientific investigations will continue to send conflicting messages.

The Gender Revolution on Greek Row

How has the gender revolution impacted the campus Greek world? Interviews with women in sororities from the 1970s and today point to both continuity and change. Citing their sexism and segregation of white and wealthy students, alumna of sororities at elite universities have begun social movements to abolish the Greek system.

Country differences in the link between gender-role attitudes and marital centrality: Evidence from 24 countries

This study investigates factors that could explain why the association between the egalitarian gender-role attitudes and the attitudes toward the importance of marriage (marital centrality) differs across societies. Using data from the International Social Survey Programme for 24 countries in 2002 and 2012 and multilevel modeling, we explore whether the Gender Revolution and the Second Demographic Transition frameworks could explain the country-level differences in the association between gender-role attitudes and marital centrality. We find that the negative association between the egalitarian gender-role attitudes and marital centrality is stronger in countries with a higher gender equality level and a higher fertility level. This work highlights the importance of considering the progress of the gender revolution and the second demographic transition to understand the relationship between gender equality and family formation.

Modern Theories of Feminism

This chapter discusses typologies of modern feminist theories. Lorber's categorisation of feminist theories distinguishes between three broad kinds of feminist discourses: gender reform feminisms, gender resistant feminisms, and gender revolution feminisms. Lengermann and Niebrugge-Brantley categorise the various types of feminist theories as theories of gender difference, theories of gender inequality, theories of gender oppression, and theories of structural oppression. All theories of gender difference are based on the thesis that the differences between men and women are immutable. These theories include cultural feminist theories, institutional role feminist theories, and existential feminist theories. Cultural feminism is a variety of feminism emphasising essential differences between men and women, based on biological differences in reproductive capacity. Institutional role feminist theories argue that gender differences result from the different roles that women and men come to play within various institutional settings. Existential feminist theories focus on the marginalisation of women as other in a male-created culture.