Hegemonic femininities in the classroom

In this chapter the author explores the possibilities for a concept of hegemonic femininity, based around a more Gramscian conception of hegemony than that which has been developed from Connell’s groundbreaking research in this area. After outlining the problems associated with Connell’s original conception, she then proposes an alternative definition of hegemonic gender performance which could encompass both masculinities and femininities and also apply to children. Following this, the author considers how researchers have identified hegemonic masculinities and femininities in school settings and note that they have a good deal in common. She then explores in more detail her own research in two London schools, demonstrating again that, in school settings at least, hegemonic masculinities and femininities operate in parallel and contain many common features. (DIPF/Orig.