Diversity, Social Justice and Learning

Assignment 1

Choose one contemporary social justice issue currently being

focused upon in the media (sexuality, gender, language, refugees or
ethnicity) and discuss how Australian schools are meeting the
challenge of equity and access for impacted minority groups

Intercultural understanding about gender diversity in an educational context is

vital for both students and teachers. Gender is a social construct that is often
forced upon children and confines the attributes that they are expected to
display. Awareness that students may identify with different genders at
different times and in different places is imperative in addressing the cultural
biases involving gender and the affect this has on academic performance and
overall experience of school. Recognising dominant discourses and power
imbalances related to gender in education is also important. The impact of
forced gender roles on academic achievement will be explored in depth
through the biological essentialist (DeCecco & Elia, 2010), social
constructionist (DeCecco & Elia, 2010) and feminist poststructuralist
sociological theories (Rawlings, 2016).

Diversity is a term used to describe differences among particular groups

within society, such as, socio-economic status, ethnicity, religion, gender,
class, age and sexuality (Adams & Bell, 2016). Intercultural understanding
links well with diversity as it is framed around recognising and respecting
different cultures through interaction and reflection on prior intercultural
experiences (Australian Curriculum, 2017). As ‘culture’ is such a complex
phenomenon, intercultural understanding could relate to class, ethnicity,
gender, age or sexuality. Being aware and informed about diversity and
intercultural understanding, especially in regards to gender, is essential in an
educational format where students will enter the classroom with a variety of
backgrounds and prior experiences (Wursten & Jacobs, 2013). For example,
experiences may include social conditioning about what toys they should play
with (Lloyd & Duveen, 1990) or what colours they should like.
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Assignment 1

Gender is a social construct where people are linked to a specific sex based
on the social, cultural and psychological traits that they embody (Priya &
Dalal, 2015). It is different to the sex of a person as this only relates to the
biological characteristics that they display (World Health Organization, 2017).
Gender is a more fluid concept than sex (Cobb, Walsh & Priest, 2009) as it
can change based on contexts, such as time and place. Knowledge and
research surrounding the dynamic nature of gender has evolved and initiated
more sophisticated language to outline different gender identities including
Agender, Bigender, Cisgender, Gender Fluid, Gender Questioning, Intersex,
Non-Binary, Pangender, Transgender and Transsexual (Moon, 2014).

There are many sociological theories that link to gender, such as hegemonic
masculinity, social reproduction, biological essentialism (DeCecco & Elia,
2010), neo-biological determinism, feminist poststructuralist (Rawlings, 2016),
the social learning theory, psychological essentialism (Taylor, Rhodes &
Gelman, 2009) and social constructivism (DeCecco & Elia, 2010). Social
constructivism deems the individual an “empty vessel” (DeCecco & Elia,
2010) in which society plays a major role in shaping identity and gender. This
theory denies the individual of any power over his or her own gender. Tim
Blair, from The Daily Telegraph (2016), states that uniform policies are
changing across 80 state schools. This policy allows the students to choose
whatever uniform they feel comfortable wearing. This challenges the power
imbalance, noted in social constructivism, and gives the individual the power
to choose how they present themselves, constructing their own environment.

Biological essentialists believe gender is predetermined and fixed at birth.

Kevin Donnelly, from The Mercury, completely disagrees with the idea that
gender is fluid, stating that gender is “not a matter of choice” (Donnelly, 2016).
His views on gender are an effective example of biological essentialism. The
major idea within this sociological lens is that people are biologically
predetermined to act a certain way (DeCecco & Elia, 2010). This viewpoint
refuses to acknowledge that culture plays any role in shaping how a person
identifies or acts.
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Assignment 1

Poststructural feminism opposes both essentialist and socialisation theories

surrounding gender (Rawlings, 2016). Poststructural feminists critique
biological essentialism by highlighting the dichotomous parameters set up for
gender identification through this sociological lens (Rawlings, 2016).
Poststructuralist feminism also refutes socialist theory themes that deem the
individual a passive by-stander in their own gender identity and that
individuals do not have the power to deviate from societal norms (Rawlings,
2016). 0(1991) proposes that gender can be performed as a “stylised act” that
is influenced by society and culture. Butler (1990) believes that the way
gender is performed has given rise to the two separate categories of gender,
being ‘male’ or ‘female’.

Upon reflection, I conclude my opinions align best with a mixture of social

constructivism and poststructural feminism. I recognise that my house is
reasonably gender-neutral. My mother is especially opposed to gender-
specific colours, toys and overall perceptions. My older brother has many of
the stereotypical ‘feminine’ traits, including sensitivity, tenderness and being
interested in the arts. Whilst being biologically female, I display more
‘masculine’ traits, such as competitiveness and an interest in sports. It is
apparent that the environment fosters what traits we are able and likely to
display. This supports the social constructionist sociological theory that
highlights gender as an outcome of social processes and culture (Kell, 2004).
However, due to my own experience of gender, I believe the individual can
dispute social norms if they do not fit with their own perception of identity or
their personality.

Also, I recognise that people can employ a mixture of ‘masculine’ and

‘feminine’ traits (Rawlings, 2016). People should not be limited to being hard,
commanding and loud versus weak, quiet and soft. Someone can be strong
and emotional at the same time. Individuals can also possess different traits
at different times and in different situations. This idea recognises gender as
being dynamic and based on a continuum (Cobb, Walsh & Priest, 2009)
rather than a fixed state of being.
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Assignment 1

As gender is shaped by society, often children are forced into traditional

gender roles that they do not identify with personally. This is problematic in an
educational sense when students are forming their own identities and
opinions. These developments should be authentic and not forced by societal
norms. Gender diverse students are subjected to various acts of
marginalisation such as social isolation (Hillier et al., 2010) and educational
disconnect (Ullman, 2014). These forms of marginalisation are linked to poor
academic achievement (Kosciw et al., 2013) and low school attendance
(Poteat & Espelage, 2007).

The NSW Department of Education and Training declared, “There is no place

in government schools for any form of discrimination or harassment against
students or staff” (Ferfolja, Diaz & Ullman, 2015). This is a very broad
statement that promotes equality of anti-discrimination but fails to address
equity issues in regards to gender diverse individuals. The statement neglects
to address the power imbalances between cisgendered individuals and
gender diverse students. It is beneficial to have these anti-discrimination
policies in place but they must be further developed to include socially
marginalised groups.
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Assignment 1

The NSW Teachers Federation (2012) reports that gender diverse individuals
are subjected to a disproportionate amount of violence and harassment
(Toomey, McGuire & Russell, 2012) when compared to cisgendered people.
The Teachers Federation (2012) recognises the marginalisation that occurs if
people do not conform to traditional gender roles. This pinpoints the role of
dominant discourse and power. Cisgendered individuals hold power over
those who identify as gender diverse because historically cisgender has been
the ‘norm’. To combat this negative discourse and reduce marginalisation of
gender diverse students, the Federal Government developed the Sex
Discrimination Act (1984) (Federal Register of Legislation, 2017). The act
states that it is against the law to discriminate against someone based on his
or her gender. The State Government has also devised some resources to
overcome this issue, such as, the ‘Gender, sexuality and identity policy 2011’
and ‘GLBTI (Gay, Lesbian, Bisexual, Transgender and Intersex) Resources
for Classroom Use’ library resource guide (NSW Teachers Federation, 2012).
These policies are a step in the right direction in an attempt to counteract the
marginalisation that these minority groups have endured, but it will take time
to curb the dominant discourse that gender diverse individuals are inferior to
cisgendered people.

The Anti Discrimination Commission Queensland (Anti Discrimination

Commission Queensland, 2017) presented a case study of an adult woman
enrolling in a car maintenance course. She was the only female in the course
and was unfairly treated by the instructor based on her sex. The article
suggests that there are policies in place where she could contact the
Commission and file a complaint of sex discrimination. This case study clearly
represents the dominant discourse that some activities are ‘masculine’ and
exclusive for males. The Anti Discrimination Act 1991 lawfully states that
particular minority groups, including gender diverse individuals, are not to be
discriminated against (ADCQ, 2017). These governmental policies are
beneficial, however, they must be more diligently followed up, especially in a
schooling context where the discrimination puts young, marginalised groups
at risk.
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Assignment 1

The overarching cultural bias associated with society forcing gender roles on
students is that boys should possess ‘masculine’ characteristics and that
biological females should be ‘feminine’ (Rawlings, 2016). An idea supporting
this cultural bias is that “boys will be boys” (Taylor, Rhodes & Gelman, 2009),
suggesting that the way boys act is a direct reflection of their sex. This bias
also implies that boys all act in a stereotypical, ‘masculine’ way with traits
such as being rough, loud and disinterested in school (Brownhill, 2014). This
cultural bias idealises cisgender representations of behaviour while
marginalising gender diverse minorities.

In regards to my future as a teacher, it is imperative to be aware and

recognise gender diversity among students as a means of inclusivity and to
ensure the greatest possible academic achievement. My key learning areas
(KLAs) are Chemistry, Biology and Food Technology and I will endeavour to
ensure that in all of these subjects the students will have an equitable
opportunity to success. In the science-based subjects, I will ensure there are
no society-driven assumptions about which gender will perform better or
which I should call upon more in the classroom. In Food Technology, I will
contradict the cultural bias that cooking is ‘feminine’. I will ensure that Food
Technology appeals to both biological sexes and attempt to break down the
ideas that society has implanted about certain activities being ‘feminine’ and
others to be ‘masculine’. It is also important to educate students about the
gender diverse language and to have open discussions about topics based on
gender diversity. It will be beneficial to utilise the ‘GLBTI Resources for
Classroom Use’ in order to aid education about gender diversity.
 Diversity, Social Justice and Learning
Assignment 1

Acceptance of gender diversity in Australia and around the world has

improved vastly in the last 30 years (NSW Teachers Federation 2012).
Although, there is a long way to go in order to break down negative societal
and cultural discourses that marginalise gender diverse groups. This
improvement will need to be aided by a contemporary approach of
sociological theories that explain why these groups are marginalised.
Biological essentialism must be revised in order to overcome the societal
issues that have been proved to cause social isolation and discrimination
against gender diverse people. An awareness and cultural understanding
pertaining to gender diversity must be developed in all schools to ensure
equitable academic outcomes for all. Staff and students must have positive,
open discussions about gender diversity and the appropriate terminology to
use. So while there have been some positive moves towards equity and
access for gender diverse individuals, the research indicates that there are
remaining disparities between cisgendered and gender diverse individuals
that must be addressed.

Word count: 1,881 words

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Assignment 1

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