Reproduction of gender norms in artistic-expressive tasks
DOI:
https://doi.org/10.22456/1982-8918.151001Keywords:
Physical Education and training, Gender Identity, Masculinity, Feminity, DanceAbstract
This article analyses and questions the gender stereotypes experienced by students in artistic-expressive tasks typical of a subject in the Physical Education specialisation of the Primary Education degree programme at the Faculty of Education of the Universidad de Zaragoza, Spain. Fifty-six students participated, 26 women and 30 men, with an average age of 22.30 years. The testimonies were collected through video-recorded group discussions in which the students shared their experiences regarding gender stereotypes linked to the practical sessions of the subject. Content analysis was applied using Nvivo 11 software. The main results show how artistic-expressive activities in School Physical Education perpetuate traditional roles, subjecting women to emphasised femininity, while men appear expressively incompetent and competitive in order to distinguish themselves from the feminine, thus preserving hegemonic masculinity.
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