Exploring the Differences in Girls' and Boys' Learning from Their Teachers

Syracuse University SURFACE Dissertations - ALL SURFACE May 2016 Exploring the Differences in Girls’ and Boys’ Learning from Their Teachers’ Perspectives in a Coed High School in Kingston, Jamaica Renée Danielle St. Cecelia Wilks Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Social and Behavioral Sciences Commons Recommended Citation Wilks, Renée Danielle St. Cecelia, "Exploring the Differences in Girls’ and Boys’ Learning from Their Teachers’ Perspectives in a Coed High School in Kingston, Jamaica" (2016). Dissertations - ALL. 494. https://surface.syr.edu/etd/494 This Thesis is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT Girls’ and boys’ learning has been socially constructed through capitalism, which is replicated in patriarchy, and connoted with recognized physical learned behaviors that have been perpetuated in Jamaica’s culture throughout generations. Employing historical materialism and black feminist theories, this study assumes that the socio-economic and political structure of colonialism to present neocolonialism has been inherently biased towards men while negating women, and had instituted classifications that have characterized girls and boys as different. The perception that differences exist is described through an ethnographic micro case study analysis that examined grade 10 girls and boys at a specific coed high school in Kingston, Jamaica from May – August 2015. This served as a microcosm of Jamaica’s general society. Data were gathered using participant observation and semi-structured interviews with 22 teachers, 10 females, and 12 males in different subject disciplines and were analyzed through descriptive coding of major codes: expectation, interests and participation and sub-codes. The analysis explains that there are no differences in the ways that boys and girls learn. The notion that differences exist arose from the social structures embedded in the country’s history that have implicated the formal education system through set curricula in which teachers themselves were trained to accept and have internalized. The teachers’ accommodation and attitude toward the ways 10th-grade girls and boys learn result from how they were socialized. I adhere to the reality that girls experience difficulty in learning like boys, and with more struggles that often get dismissed and ignored. EXPLORING THE DIFFERENCES IN GIRLS’ AND BOYS’ LEARNING FROM THEIR TEACHERS’ PERSPECTIVES IN A COED HIGH SCHOOL IN KINGSTON, JAMAICA A MICRO CASE STUDY ANALYSIS OF GRADE 10 GIRLS AND BOYS BY RENÉE D. WILKS THESIS Submitted in partial fulfillment of the requirements For the degree of Master of Arts in Pan-African Studies at Syracuse University May 2016 Copyright © Renée Wilks 2016. The contents may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s written permission. This research was conducted to heighten public awareness so users may print, download or email document only for individual use. All Rights Reserved I am sincerely committed to my country and am challenging the injustice meted out to Jamaican women, injustice that I have also endured. I am grateful to have endured all struggles that led to the completion of this thesis. The divine strength of the Almighty and the sacred spirits of my ancestors inspired my proclivity and determination. I embrace these blessings and show my appreciation by saying thank you to my family. Firstly, to my resolute black parents, my mother and father, who are and have been inspiring and supportive. Thank you, Mummy and Daddy. I admire their indefatigable zeal towards all tasks that spurred my academic and intellectual growth. Secondly, I want to thank my third eldest sister, who is an epitome of my parents and who has provided me with persistent encouragement throughout my studies. Thank you. Acknowledgements My journey to Syracuse University began because of the faith Dr. Beverly Shirley, a professor at the University of the West Indies, Mona campus, and a member of my thesis committee had in me. Her motivation allowed me to see beyond my once narrow experience and explore life from an international platform. Thank you, Professor Shirley, I am satisfied I have capitalized on this opportunity which has provided me with a broader understanding of societies globally. There were many other individuals who contributed to this research. In light of this, I take this opportunity to communicate sincere gratitude to the Graduate School and the Department of African American Studies, in the College of Arts and Sciences at Syracuse University who made this project attainable. I have positively benefitted from this academic journey. A special thanks to my thesis advisor, Dr. Linda Carty, who molded and shepherded me on how to sharpen my interpretations and contextualize concepts throughout my duration of the program. Professor Carty had always been committed to my research and provided me with suitable instructions in all facets, whether related to the research or culturally. Additionally, all the professors who served as my committee members were integral to the construction of this thesis. Thank you, Professor Renate Simson, from the African American Studies Department and Professor Dalia Rodriguez from the School of Education for your patience, expert knowledge and passion towards my research. Thank you, Ajajielle Brown, the Graduate Student Advisor from the Department of African American Studies, for your inspiration, motivation, and aid. You have been there from the beginning and saw me through to the completion of my studies. I am indebted to and extend a warm thank you and gratitude to the school community that permitted me to actualize the research project. Firstly, thank you to the principal who made the research possible, and was consistently encouraging, supportive and accommodative. Secondly, the principal’s secretary, who was integral in providing necessary data and worked assiduously to ensure the research went underway, thank you. Thirdly, to all the teacher participants and teachers who authenticated the research process making it possible, thank you. Many other persons who were integral and supportive in the research and names have not been included. Thank you. To everyone, I say “Thank you all for your continuous support.” v TABLE OF CONTENTS Introduction ..................................................................................................................................... 7 CHAPTER 1 ................................................................................................................................. 12 THE JAMAICA NEVER DISCUSSED: THESIS ARGUMENT................................................ 12 CHAPTER 2 ................................................................................................................................. 43 THEORETICAL FORMULATION AND A REVIEW OF RELATED LITERATURE ............ 43 CHAPTER 3 ................................................................................................................................. 93 THE PROJECT POSSIBILITY AND GAINING ACCESS: ....................................................... 93 METHODOLOGY AND DATA COLLECTION ........................................................................ 93 CHAPTER 4 ............................................................................................................................... 108 SOCIAL CONSTRUCTIONS CREATE MISLEADING PERCEPTIONS: ............................. 108 ANALYSIS AND FINDINGS ................................................................................................... 108 CHAPTER 5 ............................................................................................................................... 133 CONCLUSION ........................................................................................................................... 133 Results and Recommendations ............................................................................................ 135 APPENDIX A ............................................................................................................................ 138 APPENDIX B ............................................................................................................................ 139 References ................................................................................................................................... 141 vi Introduction A general belief held amongst some Jamaicans is that girls and boys learn differently, and that they should be trained to accept and model these differences in behaviors, attitudes, and general deportment. Teachers1 are expected to create activities that foster and facilitate the learning of girls and boys. Parental involvement which may be impacted by their class status is often minimal, and can sometimes be misleading as they expect their daughters and sons to behave according to gendered customs and stereotypical notions. As a result of this, it is unusual for a boy to pursue a career in cosmetology, food and nutrition or home and family management. Also, it is unusual for a girl to pursue a career in mechanical engineering, welding or woodwork. These roles are viewed as being specific to one’s gender; going against these perceived gendered

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