Research Methodology and Methods of BA Dissertation Paper

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Ivivraar33

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Studying in Education, Culture and Childhood, this is my BA final year dissertation.

Need to write 3 sections (see below 3.1, 3.2, 3.3) of chapter 3 'Research Methodology and Methods' of my dissertation for around 800 words in British English. Please follow the Harvard Referencing!

Guidance and format for this chapter (I have provided the past research paper below and you can follow the structure and will know how and what to write in these 3 sections):

Chapter 3: Research Methodology and Methods (you do the section 3.1, 3.2, 3.3, and I will do the rest of section 3.4, 3.5, 3.6)

Brief summary of methodology (a rationale for the application of particular research methods and relates to your beliefs about research

My research use both quantitative  (Structured Interview for schools teacher) and qualitative approach (Survey for Chinese people who over 18 [link of my survey] ), I will upload my research paper later for you to help you understand what I'm doing in my research.

3.1 Introduction

3.2 Theoretical Approach to Research (over 350 words)

3.3 Positionality 

3.4 Data Collection Methods, Participants and Sampling

3.5 Ethical Considerations

3.6 Summary

Dissertation Topic: Gender Preference among Chinese Parents

My Dissertation Title: An Exploration of the Continued Practice of Gender Preference among Chinese Parents

The aim of this dissertation is to explore possible reasons for and consequences of continued gender preference among Chinese biological parents

Research Questions:

What are biological parents’ perspectives on gender preference? 

In what ways has a sexual preference among biological parents in China changed within recent years? 

How does the sexual preference for having a son among biological parents influence a daughter’s right to an education?

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CONTENTS CHAPTER ONE – INTRODUCTION ........................................................................................ 8 Introduction.......................................................................................................................................... 8 Research Aim and Questions: ........................................................................................................ 9 Rational ................................................................................................................................................ 10 structure of the dissertation ........................................................................................................ 10 CHAPTER TWO: LITERATURE REVIEW ........................................................................... 12 introduction ........................................................................................................................................ 12 Contextual background .................................................................................................................. 12 Gender & Identity Explained ........................................................................................................ 12 Social influences................................................................................................................................ 14 Parents .................................................................................................................................................. 14 Siblings ................................................................................................................................................. 15 Cultural influences ........................................................................................................................... 15 Gender in schools ............................................................................................................................. 16 Gender and the curriculum........................................................................................................... 17 School experiences and ambitions ............................................................................................ 18 Social deprivation and attainment ............................................................................................ 19 Influences of the Media .................................................................................................................. 19 Gender and Feminism ..................................................................................................................... 20 Summary .............................................................................................................................................. 21 CHAPTER THREE: METHODOLOGY AND METHOD...................................................... 22 Theoretical Approach ..................................................................................................................... 23 Positionality ........................................................................................................................................ 24 Research Design ................................................................................................................................ 24 Sampling .............................................................................................................................................. 25 Data Collection................................................................................................................................... 25 Timeline ............................................................................................................................................... 25 Observations ...................................................................................................................................... 25 Interviews ........................................................................................................................................... 26 Focus group ........................................................................................................................................ 26 Data Analysis ...................................................................................................................................... 27 6 Research credibility ......................................................................................................................... 27 Ethical considerations .................................................................................................................... 28 CHAPTER FOUR: FINDINGS, ANALYSIS & DISCUSSIONS............................................. 29 Findings ................................................................................................................................................ 29 Analysis & Discussion ..................................................................................................................... 30 Home life –Parents & Siblings ..................................................................................................... 31 School- A place for learning .......................................................................................................... 31 School Environments and Peers ................................................................................................. 32 Indoor Spaces ..................................................................................................................................... 32 Cultural values and Tradition ...................................................................................................... 33 Identity formation and ambitions .............................................................................................. 33 Capability ............................................................................................................................................. 34 ANALYSIS ............................................................................................................................................. 35 Summary .............................................................................................................................................. 36 CHAPTER FIVE: CONCLUSION ............................................................................................. 37 Strengths and Limitations ............................................................................................................. 38 Implications for further research ............................................................................................... 38 Appendices................................................................................................................................ 49 Appendix 1: Ethics Approval Letter .......................................................................................... 49 Appendix 2: Participant Information Sheet ........................................................................... 50 Appendix 3: Participant Consent Form................................................................................... 52 Appendix 4: Interview Questions ............................................................................................... 53 Appendix 5: focus group questions ........................................................................................... 54 appendix 6: Interview Transcript .............................................................................................. 55 Appendix 7: ‘self-portraits’ ........................................................................................................... 56 Chyna ..................................................................................................................................................... 56 Saba ........................................................................................................................................................ 57 Reyah ..................................................................................................................................................... 58 7 CHAPTER ONE – INTRODUCTION INTRODUCTION Reflecting upon my life, as a teenager, I did not envision myself to be where I am today (at 32 years old); I am still unsure if that is a positive aspect or not; however, but it has been a ‘learning curve’ to say the least. As I evaluate my identity, I ponder upon my past, how did my journey change, when were my ambitions were significant to me? Did I give up, on my ambitions and who I wanted to become? Or was I not determined enough? Comparing Positionality, to teenage girls today, I would like to explore how are gender identities formed, scrutinizing what factors and life outcomes that shape girls’ identities, and future aspirations. The national union of teachers (NUT, 2013) has reported: although girls achieve good GCSE results, and are likely to pursue further education there is still a requirement for support systems to be in place, which “grant girls voice and agency in knowledge” (Thorne, 1993, p.107). Particularly, around the transitional period between secondary and tertiary education where the majority of students do not feel composed to ‘face the world’ (Bembenutty, 2009). During this transitional period its considered to be “a potentially detrimental experience both in terms of self-esteem, motivation and achievement” (Goddard et al., 2014, p. 176). The personal, social and health education (PSHE) curriculum is designed to offer all students, practical assistance, and emotional support, throughout the (GCSE) examination period. It also aims to support their future ambitions; ensuring the transition between the school and college is carried out, with ease. However, the Department of Education (DfE, 2013) expressed their concerns about the lack of support for young people, and argue that, the existing policy and practice fails to provide sufficient support, to strengthens the young girl’s confidence and career aspirations (Ofsted, 2011). More than ever, young people perceive gender and identity as a ‘shifting’ process that is ever changing with time (Marotz & Kupzyk 2016). Recognising this shift, raises questions concerning gender and identity and how these are formed, and what factors determine the development process. Despite, the diversity of literature that aims to define gender and related contexts. There is a lack of research relating to gender perceptions and ambitions amongst girls from disadvantaged background. This outlines the ‘gaps’ in the 8 research field, which fail to address these issues. Recognising these ‘gaps’ I adopted the social constructionist approach, conducting a qualitative research study, to obtain a critical insight to girls’ gender identity formations and future perceptions. This exploration aims to identify what shapes girls’ identities and how does this relate to their future aspirations, identifying the various societal platforms that construct their identities and aspirations. Seventeen years ago, I was a fifteen year old girl filled with passion for the future. I was hopeful and determined to acquire GCSE grades which would qualify for sixth-form, as I knew quite well this would aid my journey towards a successful career. My dreams of a better life and a good education were dashed when I realised that I would exchange those ambitions to become a house wife. For twelve years, my life goals were on ‘pause’ due to life outcomes. Seventeen years later, I returned to education, to pursue my ambitions that I acquired when I was fifteen. My life outcomes drove me to focus my research on identity formations of year 11 girls. Through their personal narratives, I believe their stories can offer an insight into their past journeys, their current circumstances and future aspirations with an emphasis on identity; examining how these girls understand their ‘personal journeys’ and ‘life outcome’ relate to the actual self, and ‘shape’ future perspectives (Chodorow, 2012). I understand the world is a different place in comparison to seventeen years ago. Thus, I aim to scrutinize influential factors that shape these girls’ identities; and to comprehend the transitional journeys of these girls from ‘being’ and child to ‘becoming’ an adult (Bynner, & Parsons, 2002; James, 2013). The research focuses on the interlinks between gender and ‘achievement’ with an emphasis on socialisation and its influences on gender and identity formation. Therefore, I utilised three research questions to assist me with my exploration. RESEARCH AIM AND QUESTIONS: 1). What are year 11 girls’ perceptions of their identity, in relation to their future hopes and career aspirations? 2). What factors contribute to the formation of these identities? 3). In what ways (if any) do school experiences shape these future aspirations? 9 RATIONAL The study of literature, has identified a wealth of research comparing genders and academic achievements. However, there is little literature which focuses on girls, as individuals exploring their understanding of their personal journeys, and how this relates to their gender identity conformities, that shape their future ambitions. Girls are more educational focused and aspire further, compare to 20 years ago. Nevertheless, I believe girl still lack support, that motivates them to aspire further, particularly girls who are class deprived. Academics argue that various educational policies including Every child matters, fail to demonstrate a recognition, surrounding girls’ future ambitions and how this can be supported. The government also recognised this; enforcing them to issue a parental information pack which illustrates this idea (Cornish, 2013). Furthermore, Humphrey et al (2010) details, the current PHSE curriculum fails to provide the underpinning knowledge relating to genderism. Therefore, my research it is crucial to explore the experiences and views and evaluate their perceptions of how (if at all) do school/ education enhance or restricts their identity development, in relation to future ambitions. STRUCTURE OF THE DISSERTATION I began my research by exploring a range of literature, that discussed the concepts of gender and identity and all the various factors that contribute to their formation, in relation to girls’ ambitions. The literature review identified ‘gaps’ in research surrounding girls from ‘lower class’. This encouraged me to conduct my exploration in this specific field. Throughout my research, I employed an interpretivist approach which focused on a “subjective world of human experience” (Cohen et al., 2011, p. 17). I also adopted Sen's Capability Approach (1980) as a theoretical lens, because this framework considers the welfare of individuals. The methodology chapter presents my research questions and the methods used, providing justifications for selecting these methods, for my research. In term of analysing my data, I employed a thematic approach (Ritchie, & Spencer, 2002) to categorise the discussions and the overall findings. The topics are organised in relation to the ideas which emerged from the literature. I concluded with the main findings, as well as evaluating the objectives and research questions, outlining the ethical deliberations and 10 the limitations of the study. As well as providing suggestions for further research. 11 CHAPTER TWO: LITERATURE REVIEW INTRODUCTION Gender identity is a complex notion, composed of a range of factors, that cannot be capsulized in one single definition. It requires an in-depth exploration surrounding the platforms that construct gender recognitions and conformities, and how is this conveyed in the individuals’ future ambitions (Addis & Cohane, 2005). This chapter will critically evaluate the relevant literature, focusing on societal factors that shape gender identities, and constructs future aspirations. Firstly, I present a description of gender and identity, as recognised by some academics. Secondly, I explore the various social platforms that influence gender and identity structures. These factors include, family unit, cultural influences, exploring gender in schools and the curriculum including ambitions, social class and it relation to attainment, influences of the media, and lastly feminist perspectives on gender, CONTEXTUAL BACKGROUND There are two vital components in this exploration, ‘gender’ and ‘identity’ and their relation to future aspirations. Grauer & Macadam (1998) implies, there is a confusion between the individuals ‘gender’ and ‘sex’. Therefore, relying on social scientists to define these terms. There is no agreement amongst scientist on how these two terms can be appropriately used, as it’s a potentially interchangeably (Behm, 2009; Hust & Brown, 2010). Whereas, ‘identity’ is considered as a cultural trend, that is embodied through the unique ‘life journeys’ (Sfard and Prusak, 2005). It is critical to explore the range of definitions, in order to construct my knowledge and understanding. GENDER & IDENTITY EXPLAINED Adopting a social constructionist, non-essentialist approach, I perceive that gender is socially constructed, as opposed to being a ‘natural process’ that is linked to the individuals’ sex. I recognise there are curiosities concerning the formation of identities and gendered behaviours (Leaper & Bigler, 2011). Therefore, it is crucial to examine the perspectives which seek to explore the dissimilarity between these aspects. I begin, by 12 reviewing the concepts of gender binaries and identity formation, and the social factors that are incorporated in this. Some authors claim there is no precise definition of ‘gender’ which has become a social phenomenon. Suggesting that ‘gender’ is ‘staged’ and is a process that is constantly ‘shifting’ with time. Illustrating that ‘gender’ is an act that is ‘done’ by people (West and Zimmerman, 1987). Contrastingly, Chartschlaa (2004) states, from a young age children learn gender typical behaviours, which is encouraged by their interactions with parents, school environments and peers. Also, Perry et al (1992), identifies how the term ‘gender’ is defined by some academics, and its relevance to the matter, because it becomes “the backdrop for people's perceptions and behaviours” (p. 3). Indirectly, encouraging stereotypical behaviours and attitudes. Furthermore, Stryker, & Burke, (2000) describes the sociological approach to ‘self-identity’ which is based on the existing relationship between the individual and society, and how we [as individuals] represent ourselves [in society] reflecting ‘our’ identities. The singular and collective forms of identity are significantly intertwined with family concepts, cultural norms, traditional histories, and life outcomes; “which create and sustain who we are and where we come from” (Weeden & Grusky 2004, p.24). Like ‘gender’, identity is not a fixed concept, but a process that is constructed with time and exposure; a developing process that is created through socialisation (Cote, & Levine, 2014). Whereas, Lee et al (2017) focuses on identity amongst teens, claiming, they tend to ‘commit to the familiar’ domains of life, this can be associated with their rational choices, education, religion or anything else, that is significant or relevant to the individual, at that time. Furthermore, Sfard and Prusak, (2005) examines gender and identity, using the narrative lens of exploring three components of ‘past’, ‘present’ and ‘future’ gender identities’; which examines the individuals’ perceptions through these narratives. I argue that ‘gender’ is socially constructed, but not necessarily linked to the individual’s sex. However, there is a wide range of definitions that aim to illustrate an ‘accurate’ elucidation of gender and identity, which are explored in the following sections. Exploring the construction of gender identities, there is an emerging pattern, that family, schools and peers, are amongst the most influential factors that shape the individuals’ 13 identity, and significantly influence their perceptions of their future. Therefore, in the following section I examine literature related these issues. SOCIAL INFLUENCES The social constructivist claim there is a ‘self-fulfilling prophecy’ in which boys and girls are treated differently and given different opportunities of development. This theory has been constant for many generations, an emerged ideology which eventually produces gender stereo-types. Academics claim, it is a “natural and impervious to change” (Coltrane, & Adams, 2008, p. 175). However, James (2013) opposes this, arguing that children should be recognised as “social actors and as people with agency” (p. 9). In the following sections, I evaluate the different social factors and their relationship with gender identity formation; examining whether these social factors, promote gender typical behaviours or encourage individuals to be ‘people of agency’. PARENTS Strong and Cohen (2013) suggest, parents are a dominant factor in how their children perceive gender. This is integrated in the physical environments in which they raise their family, and their direct and indirect interactions. Subsequently, instilling their children’s gender attitudes and behaviours (Hust and Brown, 2010). The ‘nuclear family’ unit, was the ‘standard’ social unit for many years. However, over time, the family structure has changed. The ‘nuclear family’ still exits alongside with single parent families and same sex relationships. I recognise there is a range of family units, however, I have focused on the main family structures and explored the different influential factors, it has on their dependants. Children raised in single-parent families, reside in a home that does not conform with typical gender norms (Owen Blakemore et al., 2013). Proposing they [children] are likely to participate in ‘border crossing’ (Thorne, 1993), enviably “crossing the line to disrupt gender-appropriate behaviour” (Nayak & Kehily, 2013, p. 14). Equally, the rise of working mothers, also influences children’s understanding of gender 1 . Kotrba, (2007) claims that girls are encouraged to have a less gender stereotypical behaviours and 1 67.2% of women in the United Kingdom are now employed (Dugan, 2014). 14 attitudes, which a directly linked to working mothers taking a non-traditional stance in society. Moreover, children who are brought up (or living with) same sex families tend to be less judgemental about stereo-typical roles; and usually have a “liberal and flexible attitudes about gender” (Owen Blakemore et al., 2013). Which is an outcome of the countertraditional environment they live in. Contrastingly, families from lower-socioeconomic status are likely to conform to traditional gender roles (Kotrba, 2007). Whereas, families from higher- socioeconomic backgrounds tend to have “egalitarian roles” (Kotrba, 2007, p.32). However, there is ‘mixed’ views amongst academics in relation to gender roles and socioeconomic status, drawing on insignificant conclusions. In addition to parents, siblings are considered an influential element, in the family unit; in which I will explore in the following section. SIBLINGS Farkas and Leaper, (2013) outlines that older siblings have more ‘apposite’ influence on their younger siblings. This is supported by Stoneman et al (1986) and describes that older siblings are likely to take the ‘teacher’ stance, while the younger siblings take a ‘learner’ stance. Suggesting that younger siblings are likely to imitate the behaviours and attitudes of their older siblings (Galambos et al., 2009). Lippa (2005) states that same-sex siblings engage in activities that conform with their sex. whereas, Farkas & Leaper (2013) argue that older brothers are more likely to influence their younger sibling’s gender beliefs, in comparison to having an older sister; because boys are associated with obtaining ‘authority’ with their ‘masculinity’ which is incorporated, in how both sexes portrait the stereo-typical characteristic (of a male). When having an older brother, using ‘feminine’ characteristics are less likely to be ‘taken seriously’ or ‘respected’. Suggesting that females are portrayed to be the ‘weaker sex’. As well as examining the family unit and its influences, I believe it vital to explore the family’s culture norms and its relation to gender identity formation, which will discussed in the following section. CULTURAL INFLUENCES Taking into consideration the cultural diversity of the school, in which I will be conducting my research. I have explored Hofstede’s cultural dimensions’ theory which 15 outlines the importance of ingraining cultural and traditional values, and describes the effects of these norms, on gender identity formation. For those who have immigrated into the country, cultural values are significant facet that contributes to the scaffolding of the individuals’ gender and identity (Taras, Kirkman, & Steel, 2010). Having deeply embedded cultural values, not only effects how people behave, but how they present themselves and ‘connect’ with others. However, culture is not always related to ethnicity; it’s the range of ideas, customs and social behaviours that are associated with specific areas or groups in society. Therefore, gendered behaviours are related to different type of socialisation, and how we familiarise ourselves with the geographies and “learn what is appropriate and improper for both genders” (Crespi, 2003, p. 2) which is a component of gender polarisation. Additionally, academics claim that, gender is a routine that individuals practice, a notion that dictated by social and cultural ideas; therefore, individuals will behave and present themselves, in a way that is socially and culturally accepted (West & Zimmerman, 1987; NUT, 2013). In addition, to the family and its cultural values; school settings, educational curriculum and peer groups are perceived as influential elements, in shaping identities, and constructing future aspirations, which will be discussed in the following section. GENDER IN SCHOOLS There is a wealth of research that compares girls’ and boys’ educational achievements and behaviours (Thorne, 1993; Maccoby,1998; NUT, 2013). However, there is lack of attention paid to young girls, examining issues and concerns, that potentially shape their identities and aspirations. Suggesting, this is an underdeveloped research area 2 . Nevertheless, recent literature has offered an insight to how gender is influenced by educational setting; demonstrating, that students develop supposition about the behaviours they implement and the activities they should, or should not engage in (Ekins, ND, p. 94). Schools are perceived to be significant channel for socialising youths (Spade, 2 A search of the British Education Index via EBSCO of the terms “’identity’, ‘girls’, ‘gender’” yielded only three results 16 2002). This accounts for all aspects of schooling and the educational curriculum itself. For example, Hafferty, et al (2015) states, through the ‘hidden curriculum’ students learn behaviour traits, values, moral and opinons from their teachers. Moreover, the implications of the language used in the classroom, such as: "boys and girls" are [indirect] gendered labels (Thorne,1993. p.34). Friendship circles in school settings are a significant factor of gender socialisation that needs to be scrutinized because it contributes to how youths demonstrate gender correlation. Because “children employ gendered membership categories in the midst of their everyday talk” (Harness Goodwin, 2011, p. 250). This is widely notable among peer groups (particularly boys) who tend to exclude girls from activities, due to ‘gender norms’ (Bancroft, 2009) which reinforces conformity of gender. A young persons’ gendered choices are directly influenced by their peers and varied environments and spaces surrounding them. Thorne (1993) claims that peers have ‘fixed’ gendered territories in the playground, where gender and identity perceptions “are embodied as they move through and negotiate space and place” (Procter, 2014. p. 53). Insinuating that the playground has gendered boundaries, despite it being ‘free space’ with equally opportunities for everyone to use. Until recently, the playground and its phenomena were not evaluated in education theory. Suggesting, there is a requirement for contemporary research, in this field (Kenway & Youdell, 2011). In relation to future aspirations, girls are considered more educationally focused and ambitious, compared to 20 years ago (Fuller, 2011). However, Tinklin et al., (2005) argued that low attaining girls, tend to be affected by the gendered stereo-typical stances. Effectuating them to settle for ‘standard’ employment role, rather than aspire for a ‘successful’ career. Nonetheless, possessing an ‘ambition’ is an initial stride; whilst there is some ‘freedom’ for females to pursue stable ‘careers’, there are limitations to accessing non-gendered opportunities. Which emphasises the importance of supporting young girls and with their future ambitions. GENDER AND THE CURRICULUM Povey (Nd) argues that educational settings have a significant impact on shaping gender identities. Besides the notions discussed above. School settings are perceived to have neoliberal concepts that encourage gendered inequalities. This is demonstrated in aspects, 17 such as ‘teaching to the test’ proposing that gender identities are rooted to government decisions and policies. Despite promoting gender equality, and providing ‘equal opportunities’. Gender binaries are still existing in schools. Youdell states that schools have a gendered ‘hidden curricula’ (Thorne, 1993). She also argues that education system, resembles the white, elite and upper-middles class males as the ‘normalised’ integrant. Feminist advocates adopt this to argue that girls are at a disbenefit in the current education system, particularly, girls from disadvantage back grounds. However, this has been contested, claiming that “girls’ educational performance reflects a ‘feminization’ of the curriculum, pedagogy and assessment” (Youdell, 2011. p.63). Insinuating, the curriculum can be described as ‘over-feminised’ (Arnot & Mac An Ghaill, 2006). SCHOOL EXPERIENCES AND AMBITIONS Education plays a crucial role in identity formation, as school settings aim to develop, individuals who critically think, by instilling their minds with ‘knowledge’ which is perceived as an “identity production process" (Wyn, 2008, p.24). Equally, individual aspirations are consequential because they impact on key decisions the individual makes, concerning their educational attainment and career ambitions. Goodman and Gregg (2010) reported that aspirations of higher education and future ambitions are formed by the age of 14. Additionally, their report also outlined that ambitions acquired at young age, were likely to be achieved; and ambitions shared between youths and their parents, are linked with adequate educational achievements (Blaver,2010). Suggesting, that potential ‘future decisions’ are made in key stage two (age 14 and above) and with family ‘in-put’, are fundamental notions, to structuring their potential future. When considering the role of schools and education, there is an assumption that educational expectations and achievements are significantly linked (Duncan et al., 1972; Reynolds and Burge, 2008). However, research indicates that, youths who have high aspirations, obtain a greater motivation and better educational achievements in comparison to their peers who do not (Desforges and Abouchaar, 2003; Flouri, 2006; Jacob and Wilder, 2010). Nonetheless, it is argued the relationship between educational expectations, and the actual outcomes do not always correspond. In fact, academics such as Turok et al., (2008); McKendrick et al., (2007); Calder and Cope, (2005) reported some emerging ‘patterns’ of career aspiration amongst the different social classes, despite 18 the level of attainment. Proposing that, some lower-class students have a high level of aspiration, but their academic achievement do not always symbolise this. SOCIAL DEPRIVATION AND ATTAINMENT There are three main external aspects that affect achievement in education; cultural capital, cultural deprivation, and material deprivation. Cultural deprivation theorists report, that we acquire ‘our’ basic skills, attitudes, and the value of education through primary socialisation (the family). This includes concepts of developing adequate language skills and self-discipline. However, Grant & Ray, (2018) argues that, families from poorer backgrounds fail to appropriately, socialise with their children, inevitably causing them to be ‘culturally deprived’. The under achievement of these children, is linked to not being ‘culturally equipped’. Furthermore, Parents ‘input’ or lack of it, is vital concept that affects education attainments. It is proposed that, Lower-class parents lack the skills to intellectually engage and challenge their children; and fail to provide educational resources, such as books, toys, and activities that enhance the child’s intellect. As well as financial difficulties, it is suggested that education is devalued amongst working class families, who tend to be less ambitious for their children’s future. Therefore, they also lack to effectively interact with their child’s school, to discuss their child’s progress and performance; Consequently, leaving the child to motivate themselves (McCartney et al, 2017). However, material deprivation theorists argue, that poverty and the lack of necessities, such as adequate housing, aspects relating to over-crowded homes, and temporary accommodation; moving around from one place to another effects the child’s mental, and emotional well-being and their inability to make secure friendships, as well as significantly affecting children’s performance and attainments in schools. (Lawson, & Kearns, 2016). Statistics indicate that under-achieving students and poverty are significantly intertwined (Howard,2001). In addition, Biddle (2014) argues that children who are in ‘border line’ poverty are deprived from a healthy balanced diet; the lack of nutrients and vitamins effect their concentration levels and overall performances. INFLUENCES OF THE MEDIA The internet and emerging technological developments, such as smart-phones, tablets and computers are described as a source of modern time, and considered to be a powerful 19 singularity that shape society (Prensky, 2001). Through social networking sites (SNS), youths are regularly interacting with friends, associates and even strangers; sharing pictures, personal data, and engaging in discussions (Kosut,2012). There is a wide range of SNS that are popular amongst young people which include Twitter, Facebook, Instagram and Pinterest (Herring & Kapidzic, 2015). It is claimed that young people are obsessed with SNS and have become dependent on the daily feeds, which ultimately influences their attitudes, behaviours and perceptions. More worryingly, Williams et al (2012) describes that young people openly admit to these ‘obsessions’, when analysing the time spent of these SNS. Furthermore, Allen & Mendick, (2013), emphasises, the significant influences that celebrities have over youths, particularly the “hyperheterosexual femininities” (Marsh & Bishop, 2013, p. 140), that are presented by these celebrities, implicating youth (particularly girls), to behave and present themselves in the same way as these icons. GENDER AND FEMINISM The advocates of feminism recognise strengths in their research claiming that “feminist researchers view celebratory lens of girls’ capacity for sharing, caring and mutual support” (Kehily, 2009, p.12). However, this statement is contended by academics, arguing the feminist approach focused on the ‘white’ and ‘class privileged’ females and has failed to recognise perspectives and experiences of females in different countries, cultures and ‘disadvantaged backgrounds’ (Catterall, Maclaran, & Stevens, 2013; Thomas 2011). This implies there is a significant gap in the research field. Therefore, I am conducting my exploration in socioeconomically deprived area, which occupies a significant number of ethnic minority residence, obtaining data that considers cultural diversity. Furthermore, some authors state, there is contextual expressions that characterise females, which “produces new forms of hierarchy and exclusion” (Butler, 1999, p.viii). Unwittingly, reinforcing the stereotypical notions, by creating terms and expressions focused exclusively on women. This movement initiates the political, social and economic equality of the sexes, which is supported by post-feminism that argue “if a girl works hard enough, she can achieve anything she desires” (Roberts, 2001, p. 315). However, Thomas (2011) states this approach “leaves young women responsible for fixing the same disempowering structures of difference that also give them their 20 identities” (p.5). SUMMARY Reviewing this literature, has demonstrated the extent of various social concepts, that shape the individual perception, regarding gender and identity. The review, also outlined the implications of ‘people’ and ‘cultural norms’ and the implications it has on gender identity. Furthermore, Lee et al (2017) discussed the impacts of ‘age’ on identity, claiming that teenagers ‘commit to the familiar’ domains of life, that considered to be ‘important’ to them. This is a crucial statement, considering that I will be conducting my exploration with girls in that age range. Adopting a social constructivist, non-essentialist approach, I recognise gender as a notion which is significantly shaped by socialisation. This exploration focuses on obtaining the perceptions of participants regarding, who they are, and who they aspire to be, exploring the societal factors that shape these views. Therefore, it is vital to examine societal concepts which may impact on how girls perceive themselves and how this shapes their performances. Therefore, I modelled Sfard and Prusak (2005) three research components ‘past’, ‘present’ and ‘future’; using unique narratives, to explore their perspectives of themselves and their ambitions. Additionally, I focus on the identified gaps in research surrounding girls’ identity trajectories in secondary schools, and the factors that shape their developing identities; focusing on girls from underprivileged and multicultural backgrounds. It also highlighted the need to scrutinise how girls identify themselves. Questioning how identities are socially constructed and outlining implications that cause this. The literature review also illustrated an emphasis on equality among gender; in this study, I adopted Sen’s (1980) Capability theoretical lens, as an alternative, because I believe that not everyone benefits from equality, however, everyone can benefit from opportunity. 21 CHAPTER THREE: METHODOLOGY AND METHOD As outlined in the previous chapter, there is a wealth of literature on gender and identity formation, that analyse these concepts from a range of perspectives and considering different influential factors. Aiming to ‘manage’ the research ‘gaps’ identified in the literature review. I explored girls’ perceptions on gender and identity formation; and examined what (rather who) do they perceive as influential platforms. Consequently, determining ‘how’ these factors shaped their identities, perceptions and performances. The overall aim of this exploration is to determine what social factors and figures shape gender, identity developments and future ambitions. Considering the lack of research conducted in areas of economic deprivation, I recruited participants from a range of cultural diversity, which are concepts that were highlighted in my literature review; this has motivated me to conduct my research in setting which possessed these characteristics. Additionally, these ‘gaps’ have led me to the to create the following research questions: 1). What are year 11 girls’ perceptions of their identity, in relation to their future hopes and career aspirations? 2). What factors contribute to the formation of these identities? 3). In what ways (if any) do school experiences shape these future aspirations? Methodology refers to how the researcher obtains answers to their questions. The concepts of subjectivities, assumptions and reflexive considerations can influence the research methods. This research focused on four, key stage four girls recruited in a school setting that is based in the North of Sheffield; an area that is economically-deprived, and culturally diverse. I examined the four girls, during the school day, to comprehend their perceptions of identities, and how this relates to the construction of their ambitions (Sfard & Prusak, 2005). Additionally, I outlined my stance in my exploration and justified the procedural selection for data collection methods used to answer my research questions. Additionally, I provided the reasons for the implementation, and specified the concerns I encountered. 22 THEORETICAL APPROACH The research employed an interpretivist approach which focused on a “subjective world of human experience” (Cohen et al., 2011, p. 17). I adopted Sen's Capability Approach (1980) as a theoretical lens, because this framework considers the welfare of individuals, encouraging them to achieve their actual potential. This theory regards the concepts of ‘capability’ and ‘capacity’ to achieve the anticipated objectives; irrespective of equal opportunities. I believe this approach was fundamental concept to my research because it shared the same contextual values. From Sens viewpoint, equality is not always appropriate, and instigated capability and capacity as an alternative. In my research, I believe that girls do not benefit from ‘equality’ – without the implementation of the capability approach; therefore, the girls will be responsible for dealing with issues of misogyny, which devalues the concept of equality. I utilised the narrative element as a core concept for this research study because it is a “neglected area in educational research” (Cohen et al., 2011, p.454) and it provided an insight to the participants’ life events, and cultural contexts. This approach also illustrated girls’ identity and future perceptions, and examined what social aspects encouraged or restricted the construction of girls’ identity and ambitions. Despite the criticism of the feminist approach, from academics such as Harding (2004) and Gunew (2013). I strongly believe it offers a value of empowerment to women; I used this approach to examine girls’ perceptions, who are not white and ‘class privileged’ to evaluate the ‘gaps’ of feminist research, that were discussed in the literature review. I believe, this approach could influence the participants’ views and perceptions, in term of encouraging them to ‘aspire further’ and therefore will be considered in my research. Furthermore, I employed qualitative research, because my exploration aims to comprehend the diverse subjective perceptions relating to the phenomena that shapes gender, identity, and ambitions. Qualitative research is often criticised due to its subjective nature; critics argue that qualitative researchers comprehend their data based on their positionality (Bryman, 2012). I understand that qualitative research cannot be entirely value free; Thus, I recognised my positionality, and aim to minimise interactions or propose leading discussions, to overcome complications which may rise due to my stance (Bourke, 2014). Following, I outlined my positionality, and identified my epistemological approach in my exploration. 23 POSITIONALITY I adopted narratives as a core concept for this study because, I believe narratives provide an insight to subjective experiences and identified the emerging patterns from the participants’ social interactions in the school environments. Furthermore, it offered an insight into why these participants’ aspirations are restricted or enabled, by considering the narratives as a “social, psychic and spatial phenomena” (Thomas, 2011, p.14). Additionally, I utilised a social constructionist, non-essentialist approach because I believe that gender, identity and future aspirations are created via social interactions (Burr, 1995) opposed to being ‘factual’ aspect that exist independently (Denzin & Lincoln, 2005). This approach assisted my research, in terms of how girls perceive themselves, regarding their identities and ambitions (Cater & Fuller, 2015). Qualitative research has encountered some criticism regarding the ingrained imbalances and asymmetric roles between the participants and the researcher (Raheim et al, 2016). Recognising these implications, this can have on my data, has encouraged me to minimising my interferences and unnecessary interactions with the participants (Mauthner & Doucet, 2003). RESEARCH DESIGN I selected the specific setting based on the characteristics it possessed, a secondary school in an area of cultural diversity and economically-deprived; to recruit candidates that are not ‘class privileged’, to obtain in-valuable data from an under-researched area. I utilised three types of research methods: observations, semi- structured interviews and a focus group. These methods aided me to understand a complex, multivariate aspects of phenomena (Zainal, 2012) and gained an understanding of the girls’ perceptions, and acquired significant attributes to gender, identity formation, and future ambitions (Yin, 2012). These methods are considered “the most suitable [interview format]” (Gill et al., 2008, p. 372) and “an ideal technique for exploring issues around people’s relationship with space" (Jones et al., 2008). Crowther and Lancaster (2008) claimed, using recording gadgets, incurs further restrictions because it “might inhibit some interviewees in terms of being more guarded about what they say, thereby affecting the quality of the data collected” (p. 82). Having, considered these viewpoint, I concluded that, a recorder would aid me to obtain an 24 accurate transcription of all the collected data, which can be revisited; and therefore, I used audio device throughout my research. In the following sections, I outline my research design and processes of sampling and data gathering, I provided justifications for the chosen methods, and analysed the aspects of ethics, generalisability and relatability. SAMPLING The school’s documentations specified, there is a considerable amount’ of students who have English as an additional language; this needed to be considered when selecting the participants, to ensure they [the participants] fully understood the questions they were being asked. I discussed my aims and the intended exploration, with the allocated class teacher. The candidates sample consisted of number of girls who volunteered to participate in this research study. The names were recorded on a list and were selected by the class teacher. The selected participants were from a range of contextual backgrounds to offer a representative selection; and to avoid periodicity issues (Calder, 1979). DATA COLLECTION TIMELINE For organisational purposes, I assigned one day to each participant, in which I conducted the observations; during break and lunchtimes. During the observations, I examined their interactions with their peers, their activities and the spaces they occupied, taking notes as form of data gathering. Later that day, I conducted a semi-structured interview with that participant. I used the utilized interview questions (appendix 4), and I referred to my notes to initiate further discussions about school spaces. At the end of the week, I conducted the focus group with all four participants, in which I asked the group the utilised questions (appendix 5) to form a group discussion. OBSERVATIONS The observations, were adopted from Thorne’s (1993) theory that “the metaphor of play goes a long way in helping one grasp the social construction of gender” (p.6). This outlined how gender tendencies are expressed in the ‘free’ environments (Ray, 2008). The observations consisted of fifteen minutes during break and half-hour during lunchtime, in which, I recorded the varied spaces they occupied and the activities they engaged in. Throughout the observations, I ‘asked questions’ to obtain clarity for their 25 actions and discussed this further, in the interviews. INTERVIEWS I Adopted a semi-structured interview, in-which I asked the utilised questions (appendix 4) and initiated discussions related to aspects of their perceptions of who they are and what they aspire to be; I offered the girls ‘freedom’ to express their ideas (Silva et al, 2015). I aimed to Analyse whether school environments shape girls’ identities, and whether their academic capabilities (or lack of it), influenced their perceptions of themselves, and their aspirations. Amongst the questions, I asked was “how well do you think you are doing in school?” I aimed to comprehend whether the girls perceived ‘personal’ achievements (other than academic) were significant contribution to their identity formation and ambitions, or not. Following the data from the observations, which outlined the spaces and activities each participant engaged in. I used this information, to guide discussions in the interviews and gain further clarity for their actions (Stewart & Shamdasani, 2015). FOCUS GROUP In the focus group, I also adopted a semi-structured approach, using open-ended questions to direct the discussions (appendix 5). I provided the participant’s the ‘freedom’ to share their ideas and perceptions (Silva et al 2015). I acknowledged the possibility, of some participants may intentionally sabotage the exploration or some may feel pressured to concur with dominant speakers (Thomas, 2013). To minimise this, I encouraged all the participants to contribute and share their ideas. Additionally, I recognised my positionality and status, when I conducted this exploration; subsequently, this impacted on how I assigned myself throughout my research. I aimed to create a ‘relaxed’ environment, therefore I asked the girls to draw portraits in three different stages of their lives: drawings that symbolised the ‘past’, ‘present’ and ‘future’ identities (Appendix 7). Through this method, I sought to obtain non-verbal identity narratives. This was adopted from Tanaka, (2006) who stated “self-figure drawing is... one way internal body image can be externally represented” (p. 245). This task revealed the perceptions of their ‘actual’ identities and the transformation that has occurred over their personal ‘timelines’ (Sfard and Prusak, 2005). The task instigated discussions among the girls, which initiated a ‘form of direction’ (Gilbert, 1993). In the 26 focus group, I avoided to impose my opinions through asking leading questions, or initiating specific discussions. Rather, I moderated a ‘flow’ of discussions which enabled all the participants to effectively contribute. Overall, I was pleased with the outcomes of all the methods used. The portraits offered significant details of narratives; that provided me with invaluable data. On the completion of my data collection, I analysed and transcribed the data, adding “context [and] nonverbal information” (Amos Hatch, 2002, p. 113). DATA ANALYSIS I analysed my data by conducting a thematic analysis to identify recurring themes and trends from the gathered data. When I conducted this analysis, I implemented the concept of mapping; this helped me establish the connections between the reoccurring trends and themes (Thomas, 2013). The general themes identified were: home life (parents and siblings), school: a place of learning, school environments and peers, culture values and traditions, identity formations and ambitions, and capability. The analysed data was revised to distinguish the intended meaning (Flick, 2014). RESEARCH CREDIBILITY In quantitative research, there is an emphasis on reliability, validity and generalisability, of the exploration. However, when conducting qualitative research these aspects cannot be applied, due to the subjective and exclusive nature, of the collected data. Nicholas (2008) stated, generalising data from a non-probabilistic sample, can be difficult. Although this exploration, it was not my aim to collect representative or generalizable data, to represent a wider community; thus, transferability is not explored in this research. Rather, I aimed to comprehensively transcribe the collected data, to represent diverse perspectives and a range of positions (King & Horrock, 2010). Nevertheless, it is important to consider the concept of relatability of my research, which aids others to learn from, and relate to the exploration and its data (Coles &McGrath, 2010). My exploration provided an insight to perceptions relating to girls’ gender identity formations and future aspirations. Whilst, I appreciate the findings may not be admissible for other studies; I believe it provides insightful context to research in a similar field. 27 ETHICAL CONSIDERATIONS It is vital to consider ethical guidelines, in all aspects of research, but there is an emphasis on the ethical procedures when conducting research with young people (Alderson & Morrow, 2011). Referring to BERA (2011) 3 guidelines stated, that all children are considered a ‘vulnerable’, and have the right to withdraw their participation and consent at any time. Additionally, I followed the ethical guidelines produced by the University of Sheffield that requires the researcher to obtain the ‘en bloc’ ethical approval (appendix 1) before their research commences, which was issued from the school of education committee. The participants were recruited through an introductory session to one class. I assessed the interest and gave them the relevant information sheets and the opportunity to ‘op-out’, [form]; this gave the (potential) participants an opportunity to document their interests. I also provided information sheets that briefed the potential participants and other authoritative individuals (i.e. teachers, parents) on my thesis and reasoning behind it, with a consent section, which the students and their parents needed to sign, to give their informed consent to participate (Appendix 3). I used pseudonyms throughout the study, in order to protect the identities of the participants and to maintain the confidentialities of the information they have shared. Furthermore, I asked the participants to choose their own pseudonyms, because I believe they have “a right to decide how they would be identified when research was reported” (Macnaughton et al., 2013, p. 174). For further protection, the name and the exact location of the school is unidentified throughout this research project. 3 British Educational Research Association 28 CHAPTER FOUR: FINDINGS, ANALYSIS & DISCUSSIONS This chapter outlines the research findings from the observations, interviews and the focus group. I analysed and briefly summarized each participant, stating the main points from the data gathered and presented it in relation to my research questions. I employed a thematic analysis on all the data obtained, representing a range of participants, has strengthened the credibility of repeated themes, which I have interpretively outlined (Flicker, 2014). I presented my findings related to the girls’ identity formations and ambitions of each of my participants, looking at ways in which they have come to understand their ‘past’, present’’ and future identities relating my findings the issues outlined in my literature review. FINDINGS Participant 1: Chyna is the oldest child of three siblings, who lives with her single mother. She comes across as a determined young person, who is passionate for expressive arts and desire to do well in school and after. Chyna shared a lot of home (family) related issues that significantly shaped her behaviours, attitude and future ambitions. She expressed that she ‘needs to look after her siblings, when mum works the late shift’. She further stated that she wanted to be a ‘good’ example for her siblings and ‘make mum proud’. Foremost, directing her desires of ‘becoming famous’ to a more ‘realistic’ ambition of becoming an expressive arts teacher and ‘combining passion, with profession’. She described that education was a significant concept in her life and she understood, its role in scaffolding a ‘good’ future. Additionally, she described her pleasure of being in school, and describes it as a place she can ‘freely express herself’. During the observation, she spent a considerable amount of time in the art studio, where she practiced her routines for her drama lessons, and explained it is a place “where they [her and peers] chill”. Chyna has strong views on the lack of gender equalities; reflecting on her mother’s position, who ‘put on hold’ her ambition of being a bespoke dress maker, when she became a single-mother. Chyna perceives ‘the potential of empowering women’, although not always foreseeable. Participant 2: Saba is a Muslim, who lives with both parents, and four siblings. Saba’s family are seeking refuge in this country, and has been living in Sheffield for the past 3 29 years. Saba, describes her relationship with her older sister, as ‘good’, whom she looks up to and aspires to work in the medical field like her. She understands that education is a vital component for developing herself as an individual, as well as structuring her future. Being a ‘new’ in the country, Saba outlined the difficulties she experienced, particularly ‘fitting in’ and forming new friendships; for this reason, she spends the majority of her time in the library reading and improving her language skills. Saba stated, the importance of traditional norms and cultural values has, on her family. This emerged, when Saba expressed her passion for acquiring a career in the medicine. However, she outlined this might not be possible, as she is due to be married at end of year 11. Which is directly linked to the family cultural values. Participant 3: Reyah, lives in ‘nuclear family’ unit. Reyah described her parents as ‘strict’ because they limit her access on mobile phone and is not allowed on SNS for various reasons. During the observation Reyah spent most of her recess in the library with two other friends whom she shared a passion of reading with. Reyah also detailed the importance of education to get a ‘good job’ and surprisingly added: “knowledge shapes the way we see the world around us”. She also identified that she is ‘academically capable’ and above her targets but this is due to the ‘extra work’ she does. In relation to the future, Reyah aspires to be vet, and this has developed through her volunteering at the animal shelter, with her brother. Participant 4: Jen explained that she experienced a ‘family breakdown’ that resulted in her being taken care. She described how these circumstances affected her attachments with friends, leaving her somewhat detached from everyone and feeling lonely. Consequently, distracting her from her studies, and causing her to be ‘unfocused’. She expressed ‘I don’t have a purpose in life anymore. Everything that mattered to me has been taken away, I’m not bothered about me anymore”. This has caused her to not consider further education, and settle for a ‘standard job’ after leaving school. During the observation Jen spent most time in the basketball court, practising her ‘shots’ and other related techniques. She further described, it was an activity they used to play as family, ‘it reminds me of the good days’. ANALYSIS & DISCUSSION 30 Following, I discussed the main themes that emerged from the findings. Which significantly influenced the participants, and drawing these, on the explored literature. HOME LIFE –PARENTS & SIBLINGS The home environment has significantly ‘played a role’ in shaping all the participants’ identities, and aspirations (Ivy, 2012). However, the different family structures, stimulated the participants in different ways. Chyna who is brought up by a single mother demonstrated her willingness to aspire for a successful career, after observing her mother struggle with a standard job. The concept of coming from single parent family, and having secure ambitions, is referred to ‘border crossing’ which means not conforming to the traditional gender norms, which is an expected outcome, according to (Owen Blakemore et al., 2013). Contrasting, the breakdown of Jen’s family unit has caused her to be dysfunctional and unfocused in her education; impacting on her feelings, emotions, and her perception of her present and future identities (Wall, Covell, & Macintyre, 1999). Furthermore, older siblings appear to have a significant impression on their young siblings and this is reflected with two of my participants. Firstly, Lippa (2005) stated that same-sex siblings are likely to engage in gender typical behaviours, which is reflected in Saba scenario, aspires for a career the medical field, just like her older sister who is currently a nurse. Contrastingly, Farkas and Leapers (2013) propose an alternative viewpoint, suggesting that male siblings have a significant impression on their young siblings, promoting masculine gender typicalities. Whilst, Reyahs’ ambition to become a vet, is influenced by her step brother who volunteers for an animal shelter; this occupation is not considered to be ‘masculine’ but is more ‘gender neutral’. SCHOOL- A PLACE FOR LEARNING Three out of the four participants described their school education was a vital component for a ‘good’ careers and considers education as a vital role for bettering themselves as individuals. All participants had a positive outlook on academic attainment and overall progress; and considered they’re academic achievements to be a crucial concept for the future. Moreover, all three participants described schooling is part of their intellectual growth, self-development, and a place where they can express their views, ideas and beliefs. Ultimately, constructing who they are and is ‘stepping stone’ to who they will become in the future. Diversely, due to the nature of Jen’s circumstances, she describes 31 her schooling experiences as ‘pointless’ and further details she is ‘unfocused’ in her academic education. From the observations, Jen is a skilled basketball competitor; however, this skill is no accounted for in the Physical education curriculum. Suggesting, the curriculum does not respond to the interest of the students (White & Musgrave, 2011). In-essence, the schools favours a specific pathway of defining the ‘academically able students’, singularly to achieving the ‘five A-C GCSE’s’ in core subjects (McMullin, & Kulic, 2016). SCHOOL ENVIRONMENTS AND PEERS There was a correlation between the participants, the activities they engaged in and the spaces they occupied. Three out of four girls occupied indoors spaces and engaged in academic related activities during lunch times. Chyna, Saba, and Reyah shared a similar viewpoint, regarding ‘school’, in which they perceive that, an education contributes to ‘better futures’. However, it’s a place where they can express themselves with their peers. Which is a crucial concept of identity formation, as James (1993) stated “children’s experience of both having and being friends plays a critical part in their acquisition of social identity and selfhood” (p. 2001). Despite the positive attributes of schooling, both Reyah and Saba encountered some ‘difficulties’ with ‘fitting in’ with peer groups (Bullock, 2002; Boer, et al 2013). Contrastingly, the nature of Jen’s home circumstances, in-which she described ‘constantly moving schools’ inevitably affected her relationships with her teachers and her peers. Jens avoids any form of attachment with anyone to avoid torment of separation, ultimately having a ‘knock-on effect’ on her confidence (Dwyer, et al, 2010). INDOOR SPACES Siraj-Blatchford & Sylva, (2004) describe indoor spaces as ‘limiting’. However, according to Chyna, the art studio is a place to “chill” and practice their routines for drama; combining learning and socialising. Both Saba and Reyah spent almost all their ‘free’ time either in the library. Suggesting their lack to effectively engage and interact with their peers, or perhaps indoors spaces offer the ‘comfort zone’ in which they can express and develop themselves; as Halldén, (2003) described “the importance of material space for belonging and identity" (p. 41). All three participants used indoor spaces in a positive way, contributing to learning and identity formation in environments they feel comfortable in. This opposes to Procter’s study, which states that spending ‘free 32 time’ indoors, is associated to “those who misbehave” (Procter, ND, np). CULTURAL VALUES AND TRADITION Cultural norms and traditions are vital concept for many; specifically, ethnic minorities. Immigrating from their home countries to the ‘western world’ which does not share these values, can understandably be difficult. However, the culture crossing can have both a positive and negative effects on the people in question; and this notion emerged from Saba. Whilst she understood that religion, cultural norms and traditional values are a key concept of her family structure; in which she considered as a positive contribution to her identity and who she is. Nevertheless, she also perceived this as a barrier, because it prevented her from ‘fitting in’ school and make friends, and the more major (negative) aspect of these cultural norms, is that she is expected to get married to her first cousin when she completes secondary school. Despite her high aspirations and ambitions, her future depends on whether her future husband allows her to pursue this or not. IDENTITY FORMATION AND AMBITIONS NUT (2013) stated that children are likely to make their own informed decisions about their future. However, this is not reflected in the findings because the participants have already learnt what is expected of them, and aspiring for careers that ‘suitable’ for them and their circumstances. Three of out the four participants are able to give clear indications of their future ambitions and where they perceive themselves to be in adulthood (Ofsted 2011). Chyna who aspire to become a teacher, this is an inspiration from her mother’s situation reinforcing Marmion and Lundberg-Love's work that claims, that children convey “model gendered behaviour” (2004, p.1) from their parents. Saba has her ambitions of becoming a professional in the medical instilled in her; however, due the family cultural traditions, her future is uncertain. Reyah who aspires to become a vet, not only is she influenced by her step brother but the ‘strict’ home environment in which she is brought up in, which is shaping and constructing her identity, as suggested by Strong and Cohen (2013). Meanwhile, Jen who had no ambitions and claimed she will end in a ‘substandard retail role’, because she is not engaged in her education and anticipates 33 leaving school with no GCSE’s. This statement reinforces Tinklin et al., (2005) view point, that low attaining girls, tend to be affected by the gendered stereo-typical stances. CAPABILITY AND EQUALITY In relation to Sen’s Capability (1980), all the participants are exponents of equality. While the curriculum and the educational setting seems to be ‘feminised’ (Arnot & Mac An Ghaill, 2006), both genders have the same access to equipment and spaces in the school setting. Nevertheless, it emerged that the majority of participants occupied indoor spaces, while boys explore the outside spaces. However, Jen ‘made the choice’ of spending her time in the basket-ball court ‘shooting hoops’; and despite Saba’s desires to play football, she was reluctant in participating in games. Sens’s capability approach suggests that sports are (historically) male dominated (Magee et al., 2008), leading the participants to focus on other activities. Furthermore, identity trajectories from Sen’s capability (1980). The participants are required to take the appropriate steps into tertiary and further education, in order to construct their career paths, and overcome gender barriers in these professions (Beck, 1992). In regards to equality, three out of four participants shared a similar point of view on the potentials of females and their ability to ‘achieve anything they want’. This indicates that, these girls share the feminist ideology. However, each participant outlined a different reason, on equality. Chyna stated that “men get away with murder”, referred to her father, and his lack of commitment with Chyna and her siblings. Suggesting, that her mother is “stereotyped and devalued” (Thorne, 1993, p.107). Whilst, Saba described that “boys have so much freedom and not enough responsibilities because they are boys!” referred to her brothers. Again, supporting Thorne (1993) view on ‘gender binaries’ and how girls and boys have "different cultures" (p.84) and reinforcing Youdell (2011) claim that “sexgender regime... is not only irrefutable, but also heavily invested in and rigorously patrolled” (p.96). Nonetheless, Reyah provided a more intellectual explanation for some of the ‘difficulties’ that adult females encounter; such as sexism, and the gender gap in employment. Corroborating Roberson, (2013) who argues that women “are often paid less than those with concentrations of men, suggesting a societal devaluation of femaledominated fields” (p. 304). Despite being in the modern times, in the situation of gender socialisation, enforces “males to associate... submissiveness, passivity, weakness, and inferiority with femininity” (Scully & Marolla, 2005, p. 17). Contrastingly, Jen has a 34 different outlook and claimed that “men have it harder…coz it’s their duty to provide for the women”. Which is outlined by Kotrba, (2007) that males are considered to be the ‘bread-winners’. ANALYSIS From the analysed data, I present the answers, in relation to my research questions. Q14: All the participant discussed aspects of the home and school life, and recognise particular ‘life outcomes’ shapes who they are, and how this effects their future. Chyna discussed how she aspires to be a teacher, in order to make her ‘mum proud’ after seeing her ‘struggle’. She specified to be a teacher, in her preferred subject of expressive arts and ‘combing passion, with profession’. Additionally, Reyah, expressed her desire to become a vet, and again this was a direct link to home environment (of ‘strict’ parents), her personal ‘love for animals’ which she shared with her brother. Q2 5 : There are various factors that contribute to the ‘shaping’ of their identities. However, education and the home life environments are amongst the reoccurring factors that emerged from the analysis. Saba’s identity is rooted to her family’s cultural and traditional norms, which is potentially restricting her from ambition of acquiring a profession in the medical field. Whereas, the breakdown of Jen’s family has caused her to be ‘detached’ and ‘unfocused’ in her education, and future ambitions. Q36: Three out of the four participants described how school experiences shaped their aspirations. Chyna, Reyha, and Saba outlined the important role of education has, on scaffolding their future aspiration. All three participants detailed how they perceived education as a form self-development, and that was significant concept the shaped their 4 What are year 11 girls’ perceptions of their identity, in relation to their future hopes and career aspirations? 5 What factors contribute to the formation of these identities? 6 In what ways (if any) do school experiences shape these future aspirations? 35 present selves. Moreover, all participants acknowledged their academic achievements are a vital contribution to their future and is considered as a ‘stepping stone’ for their ambitions. SUMMARY As outlined by many theorist and academics, the findings reflected a significant concept of traditional gender socialisation from parents as well as siblings, (Ivy, 2012). All the participants’ identities were shaped by the family (or home) life. Despite being a singular aspect, it effected the participants in different ways. For example, Chyna was motivated by her ‘difficult’ circumstances, whilst Jen was restricted by hers. In terms of identity formations, there is a variation between the participants, whilst three out of four participants aspired for ‘better futures’, the reasoning behind this varied. Reyah’s ‘strict’ family upbringing, has as a positive and a negative impact on Reyah identity. The negative aspects are, that Reyah feels she cannot form friendships because she feels that she has ‘nothing in common’ with her peers making her feel secluded. On the other hand, the positives concepts are, the encouragement of her intellectual growth by motivating her to read, allowing her to volunteer in the animal shelter, and restricting her from technological gadgets etc, has shaped how she presents herself, and constructed her to aspire for a stable career. Chyna and Saba, have potentially strong ambitions (Katriel, 2008). Although they have different home circumstances; both participants ‘present identities’ are shaped their family situations. Chyna witnessing her single mother struggles has motivated her to combine her passion for expressive art with a more ‘realistic’ ambition of becoming a teacher rather than become famous. Whereas, Saba aspires for a career in the medical field, but her future identity is restricted due family’s cultural values. Contrastingly, Jen’s past aspirations have been dramatically changed due to the breakdown of her family unit. This shift has negatively affected her emotional wellbeing, and her focus in school, almost forcing to settles for a ‘substandard’ future, in comparison to her peers. 36 CHAPTER FIVE: CONCLUSION The research project has explored girls’ perception of their identity in regards to their future aspiration; investigating what factors shapes their identities and ambitions. This exploration specifically examined the identities and ambitions of four secondary school girls who live in an area of multi-cultural diversity and socio-economically deprived. I believe this exploration answered the research questions and provided in-valuable data relating to what social factors construct young girls’ gender identities and ambitions. The findings revealed, the initiation of identity formation and future ambitions, (or lack of it) is rooted to the family structure; and, the other crucial concept that contributed to the developments of their identities and aspirations was all aspects of schooling and education. The family units have influenced the participants in a range of ways; Chyna’s identity formation and future aspiration are shaped by her ‘difficult’ home environment, that motivated her to ‘become better that her circumstances’. Saba explained that her cultural norms and traditional values has a significant ‘in-put’ to who she is and who she will become. Despite aspiring for a career path in the medical field; pursuing this aspiration is determined by her cultural values. Whereas, Reyah’s strict family routines ultimately shape who she is, and her positive interactions with her step-brother, as constructed her future ambitions and career choices. Additionally, all three participants expressed the importance of education, which played a vital role for bettering themselves as individuals, as well as being a ‘path’ for future careers and good jobs. On the other hand, Jen’s disadvantaged circumstances had negatively impacted on all aspects of Jen’s educational experiences, and lacks self-esteem and confidence due to this. Furthermore, this has distracted her from education and consequently, ‘shattering’ her pervious ambitions; enforcing her to settle for ‘substandard’ future perception, compared to her peers. Reflecting back on my research questions, I strongly believe that each participant openly shared their personal experiences and views and answered the questions appropriately. Each research question was answered in detail, and each participant gave a unique answer. Referring to the literature review, it was suggested that it was anticipated, the findings 37 would offer a correlation between the lower-class participant, and limited (or gendered) future aspirations (Ofsted, 2011, Bartlett and Burton, 2012). However, this was not the case, the majority of candidates possessed ‘adequate’ ambitions, all of ‘gender neutral’ professions, and one did not have any. Ofsted (2011) report raises some aspects of the findings, regarding the lack of support for individuals like Jen. However, for more accurate, richer data to scrutinize whether these ambitions are fulfilled; a longitude research exploration into their adolescent and adulthood, would be required. STRENGTHS AND LIMITATIONS The strengths of this exploration lays in the research methods used. Utilising qualitative research methods of observations, semi structured interviews and a focus group, granted me to obtain rich data of unique narratives from the participants. Distinguishing what factors shape their identities and construct their future aspirations. Having shared my findings with the class teacher, she recognised the severity of Jen’s emotional well-being, and I was pleased to hear that Jen and would be allocated to a member the inclusion team, who would provide Jen with support, to boost herself esteem, and assist her to regain her academic achievements. Moreover, another strength of this exploration, was it demonstrated the behaviours and attitudes that us [as humans], which is a concept that is not easily understood, that cannot be limited to the ‘simple’ definitions outlined by theories or policies (Starman, 2013). However, due to the nature of my exploration which related to personal perceptions of identity formations and future ambitions, which included a range of demographic of race, culture and ethnicity. Thus, the findings were considerably diverse and individualised. As the candidates’ perceptions are constructed from their life events and experiences; thus, making it difficult to generate straight forward answer(s) of this particular exploration. Moreover, due to conducting a small-scale study, the findings are not representation of all year eleven girls, because the participants were selected from a single class. IMPLICATIONS FOR FURTHER RESEARCH Thorne, (1993) outlines some concepts of the teaching styles, influence gender formation. in order to get a generalizable data, it would be advised to explore this concept in different schools, located in different socio-economical areas, recruiting more participants 38 over longer period of time. therefore, I would suggest further research, to examine this area. FINAL THOUGHTS My final thoughts on my research regarding girls’ identity formations and its relation to future aspirations; and what social factors shape the construction of the identities; are as followed. The girls had a clear understanding of their personal life journeys, and they are able to make ‘connections’ between their life outcome or circumstances, and its impact on who they are, and who they aspire to be. It appeared that the family structure and the school environment (including education), were the most influential factors that shapes these girls’ identities and aspiration. Despite this outcome, it emerged that each influential factor, effected the participants in different ways, shaping their identities in different manners. Therefore, I believe that girls that class deprived, and come from areas that are culturally diverse, have the potential to aspire further, and do better. In terms of their circumstances, whilst they cannot change their environments, they can try to change how it affects them. Therefore, through this explorations and the girls’ narrative I believe my research has captured the essence of girls’ identity formation, and its relation to future aspirations. 39 References Aapola, S., Gonick, M., & Harris, A. (2005). Young femininity: Girlhood, power, and social change. Palgrave Macmillan. Allen, K. & Mendick, H. (2013). "Young People’s Uses of Celebrity: Class, Gender and ‘Improper’ Celebrity", in Discourse: Studies in the Cultural Politics of Education, 34(1). Amos Hatch, J. (2002). Doing Qualitative Research in Education Settings. 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Running Head: METHODOLOGY

1

Methodology
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CHAPTER 3
3.0 METHODOLOGY
3.1 Introduction
Methodology consents on how a researcher obtains answers to specific questions. The
methods to be used can be affected by the underlying assumptions, concepts of subjectivities,
and reflexive considerations. This chapter presents an analytical framework used in the study.
According to (Bent Flyvbjerg, 2011), a research methodology guides the researcher in collecting,
analyzing, and interpreting observed facts. Due to the nature of the study, which involved both
the qualitative and quantitative attribute of data necessitated a two-step procedure in the
methodology. First, a carefully contrived research design, identification of the study area,
targeted population, sample size and design, data collection instrument, reliability of the device,
data processing, and ethical issues under consideration were factored. The second step was a
careful analysis of the time series properties and for data model identification. This study
employed survey research design as supported by (Clough & Nutbrown, 2012), who points out
that this type of designs enables the researcher to establish characteristics or behaviors of a
parti...


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