Abstract
In this chapter findings about the gender regime in Hungarian schools are presented. Providing data analysis along the main thematic categories of the GECM, it is examined how the gender regime operates in the three schools that participated in the project. Within each thematic category, beyond comparisons among the schools, teachers’ and students’ mixed attitudes towards gender equality are also highlighted. The analysis reflects on how a mixture of apparently contradictory—‘liberal’ or ‘inclusive’, coupled with ‘conservative’—ideas is embedded in neoliberal discourses of parity and free choice disguising structural gender inequalities in the specific Hungarian post-socialist context, and how the schools’ gender ideology shaped by these controversial gendered notions sustains their gender regime.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Bibliography
Berg, P., & Lahelma, E. (2010). Gendering processes in the field of physical education. Gender and Education, 22(1), 31–46. https://doi.org/10.1080/09540250902748184
Bodó, C., Szabó, G., & Turai, K. R. (2019). Voices of masculinity: Men’s talk in Hungarian university dormitories. Discourse & Society, 1–20.
Bozóki, A. (2015). The illusion of inclusion: Configurations of populism in hungary. In M. Kopeček & P. Wciślik (Eds.), Thinking through transition. Liberal democracy, authoritarian pasts, and intellectual history in East Central Europe after 1989 (pp. 275–311). Central European University Press.
Budgeon, Sh. (2015). Individualized femininity and feminist politics of choice. European Journal of Women’s Studies, 22(3), 303–318. https://doi.org/10.1177/1350506815576602
Chhin, C. S., Bleeker, M. M., & Jacobs, J. E. (2008). Gender-typed occupational choices: The long-term impact of parents’ beliefs and expectations. In H. M. G. Watt & J. S. Eccles (Eds.), Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences (pp. 215–234). American Psychological Association. https://doi.org/10.1037/11706-008
Connell, R. (2006). Glass ceilings or gendered institutions? Mapping the gender regimes of public sector worksites. Public Administration Review, 66(6), 837–849.
Davies, K., & Nicaise, V. (2011). Teacher-student interactions: Four case studies of gender in physical education. The Journal of Classroom Interaction, 46(2), 11–23.
Dobson, A. S., & Ringrose, J. (2016). Sext education: pedagogies of sex, gender and shame in the schoolyards of tagged and exposed. Sex Education, 16(1), 8–21.
Eden, Ch. (2017). Gender, education and work. Inequalities and intersectionality. Routledge.
Fahs, B. (2014). ‘Freedom to’ and ‘freedom from’: A new vision for sex-positive politics. Sexualities, 17(3), 267–290.
Fahs, B., Plante, R. F., & McClelland, S. I. (2018). Working at the crossroads of pleasure and danger: Feminist perspectives on doing critical sexuality studies. Sexualities, 21(4), 503–519.
Fraser, N. (1995). From redistribution to recognition? Dilemmas of justice in a ‘post-socialist’ Age. New Left Review 212.
Giczi, J., & Gregor, A. (2017). ‘Az erőszaktevő hibája, de…’ – Diákok egy egyetemi nemi erőszakról [‘It’s the rapist to blame, but…’ – Students on a university rape case] In Parti, K. (Ed.), Szexuális erőszak: mítosz és valóság. Kutatások a szexuális erőszakról [Sexual violence: Myth and reality] (pp. 57–88). sOKRI.
Hadjar, A., & Buchmann, C. (2016). Education systems and gender inequalities in educational attainment. In A. Hadjar & Ch. Gross (Eds.), Educational systems and inequalities. International comparisons (pp. 159–184). Bristol University Press and Policy Press.
Harmes, A. (2012). The rise of neoliberal nationalism. Review of International Political Economy, 19(1), 59–86. https://doi.org/10.1080/09692290.2010.507132
Hartmann, H. (1997). The unhappy marriage of marxism and feminism: Towards a more progressive union. In L. Nicholson (Ed.), The second wave. A reader in feminist theory (pp. 97–122). Routledge.
Hill, C., & Kearl, H. (2011). Crossing the line. Sexual harassment at school. AAUW.
Ka-Lok Chan, K. (1999). Strands of conservatism in post-communist democracies. ECPR Joint Sessions of Workshops, Mannheim 26–31 March 1999.
Kováts, E., & Põim, M. (2015). Gender as symbolic glue. The position and role of conservative and far right parties in the anti-gender mobilizations in Europe. Foundation for European Progressive Studies.
Laczó, F. (2015). Five faces of post-dissident Hungarian liberalism: A study in agendas, concepts, and ambiguities. In M. Kopeček & P. Wciślik (Eds.), Thinking through transition. Liberal democracy, authoritarian pasts, and intellectual history in East Central Europe after 1989 (pp. 39–72). Central European University Press.
Mark, J., Blaive, M., Hudek, A., Saunders, A., & Tyszka, S. (2015). After 1989: Remembering the end of state socialism in East-Central Europe. In M. Kopeček & P. Wciślik (Eds.), Thinking through transition. Liberal democracy, authoritarian pasts, and intellectual history in East Central Europe after 1989 (pp. 463–503). Budapest: Central European University Press.
OECD. (2015). The ABC of gender equality in education: Aptitude. PISA, OECD Publishing. https://doi.org/10.1787/9789264229945-en
Paechter, C. (2000). Changing school subjects. Power, gender and curriculum. Open University Press.
Pascoe, C. J. (2007). Dude, You’re a fag. Masculinity and sexuality in high school. University of California Press.
Payne, D. L., Lonsway, K. A., & Fitzgerald, L. F. (1999). Rape myth acceptance: Exploration of its structure and its measurement using the Illinois rape myth acceptance scale. Journal of Research in Personality, 33(1), 27–68.
Rédai, D. (2020). Intersections of gender, sexual orientation and gender-based violence in Hungarian secondary schools. Interdisciplinary Perspectives on Equality and Diversity, 6(1). http://journals.hw.ac.uk/index.php/IPED/article/view/82
Rédai, D. (2019). Exploring sexuality in schools. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-20161-6
Shilling, Ch. (1991). Social space, gender inequalities and educational differentiation. British Journal of Sociology of Education, 12(1), 23–44.
Schwalbe, M. L., & Wolkomir, M. (2003). Interviewing men. In J. F. Gubrium & J. A. Holstein (Eds.), Inside interviewing. New lenses, new concerns (pp. 55–71). Sage.
Thorjussen, I. M., & Sisjord, M. K. (2018). Students’ physical education experiences in a multi-ethnic class. Sport, Education and Society, 23(7), 694–706. https://doi.org/10.1080/13573322.2018.1467399
Tsouroufli, M. (2002). Gender and teachers’ classroom practice. Gender and Education, 14(2), 135–147.
Van Daalen, Ch. (2005). Girls’ experiences in physical education: Competition, evaluation, & degradation. Journal of School Nursing, 21(2), 47–53.
Young, I. M. ([1979] 2005). Five faces of oppression. In A. E. Cudd & R. O. Andreasen (Eds.), Feminist theory: A philosophical anthology (pp. 91–104). Blackwell.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Rédai, D., Turai, R.K. (2021). Post-Socialist Gender Regimes and Controversial Ideas About Gender Equality in Hungarian Schools. In: Tsouroufli, M., Rédai, D. (eds) Gender Equality and Stereotyping in Secondary Schools. Palgrave Studies in Gender and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-64126-9_5
Download citation
DOI: https://doi.org/10.1007/978-3-030-64126-9_5
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-64125-2
Online ISBN: 978-3-030-64126-9
eBook Packages: EducationEducation (R0)