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@PHDTHESIS{Kleynen:850407,
author = {Kleynen, Thomas},
othercontributors = {Unger, Tim and Kommer, Sven},
title = {{L}ehrkörper - {F}oto- und biografische
{S}elbstdarstellungen zum {Z}usammenhang von {G}eschlecht
und {F}ächerwahl bei {M}ännern in geschlechtsatypischen
{F}ächern des {L}ehramtes (am {B}eispiel {K}unst)},
school = {Rheinisch-Westfälische Technische Hochschule Aachen},
type = {Dissertation},
address = {Aachen},
publisher = {RWTH Aachen University},
reportid = {RWTH-2022-07472},
pages = {1 Online-Ressource : Illustrationen, Diagramme},
year = {2021},
note = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
University 2022; Dissertation, Rheinisch-Westfälische
Technische Hochschule Aachen, 2021},
abstract = {In Germany, certain school and university subjects are
still segregated by gender. Boys and men primarily choose
scientific and mathematical subjects and far less often
linguistic and aesthetic subjects, and vice versa, girls and
women primarily select linguistic and aesthetic subjects and
considerably less frequently natural and mathematical
subjects. A large number of studies have emerged from the
feminist research tradition that examine the causes,
backgrounds and connections of gender-specific subject
polarization from the perspective of girls and women. They
make it clear that the preference for career and study
choices does not occur independently of the development of
(gender) self-image. In contrast, the distance of boys and
men to the linguistic-aesthetic area remains a current
research desideratum. With the reconstruction of ideas of
gender (constructions), subject cultures and habitus forms
of male student teachers who choose a 'typically female'
subject (art), the present work wants to close this
desideratum to a certain extent. As an example for the
so-called linguistic-aesthetic area, students studying to
become a teacher in the subject of art are examined, since
here the gender ratio in the upper grades of general
schools, as in the teacher’s degree, is the most
unbalanced, mirroring the subject of physics, which
therefore acts as a comparison horizon. The comparative
study design (gender and subject comparison) allows a
broadening of perspectives and thus important insights into
the subject of gender-specific subject selection and the
associated connotations, ideas and habitus forms. Through
the group of test subjects who are beginning teacher
training courses, school as an institution that is
significantly involved in teaching a gender-specific
dichotomy comes into focus, so to speak: From the
retrospective, the test persons report in detail through the
status passage and reflect on their own school days. The
family environment, as well as school and sometimes
extracurricular experiences, prove to be central factors
here, since the corresponding idea of the subjects is
conveyed and incorporated here. From a prospective
perspective, the knowledge gained can be related to the
(future) teaching activity and the intended pedagogical
working alliance with students, so that in the sense of the
habitus as a 'structuring structure' it becomes visible to
what extent gender-connoted subject-cultural ideas both with
one's own and with (could) converge with the educational
processes of future students and their own
professionalization processes. Subject-cultural ideas and
the choice of subjects associated with them cannot be
considered independently of the habitus and the immanent
ideas of gender. Subject choices and ideas are part or
consequence of a (gender) habitus, for which an immense role
is ascribed to the bodily aspect, since sex (gender) is
essentially produced and represented physically. The
proverbial embodiment of the sexual habitus, the
non-verbalizable, incorporated gender representations and
ideas, which are of great importance for the choice of
subjects, can be explicitly captured in particular through
photographic self-portrayals. In order to get a deeper
insight into a physical (represented, gender) habitus
(hexis) itself, as well as into its 'having become', into
the genesis, the photographic self-portrayals are
triangulated with biographical-narrative interviews. In
order to avoid the danger of reification, an open approach
based on the principles of qualitative research is needed,
one that takes equal account of parallels and potential
distinctions and understands categories (above all those of
gender) as analytical, made and not bipolar givens and
subject them to permanent reflection undergoes, inevitable.
In addition to the processing of the research desiderata
described regarding the relative distance of boys/men to
subjects of the so-called linguistic-aesthetic area, the
work in this way develops the method of image analysis
according to the documentary method (Bohnsack) with and on
the material a bit further and suggests one material-based
and adequate way to create a type. In summary, the central
epistemological questions of the research project are:1. how
does the habitus, especially its physical aspect (Hexis), of
student teachers who have chosen a gender-atypical subject
(male student teachers majoring in art) compare to those who
have chosen gender-typical subjects (female student teachers
majoring in art or male student teachers majoring in
physics)?2. Why does it present itself in this way? How can
their (socio)genesis (to what extent) be reconstructively
explained? Which factors are relevant here, especially for a
gender-atypical choice of subject and physical
self-presentation, and which (gender) connotations and ideas
are associated with the subject?3. what (pedagogical)
conclusions can be drawn with regard to a gender connotation
of the subjects, especially on (prospective) teaching
activities, pedagogical practice, and (one's own)
educational and professionalization processes? Ultimately,
the question of possible changes, modifications of
pedagogical practice, especially in the context of school,
as well as with regard to teacher (training) is in focus,
since here a transmission of gender-segregating images and
conceptions (of subjects) occurs. Thus, the present work, in
addition to the scientific, a social relevance, which would
like to contribute a small part to decouple electoral
behavior, teaching, educational and professionalization
processes of subject-cultural and gender connotated ideas,
which can sometimes have a restrictive effect, to some
extent. The goal here is not to bring more men into subjects
with female connotations (such as art in the teaching
profession), but rather to bring less gender into the
subjects, as it were. The present study is thus also a
contribution to equal educational opportunities with regard
to gender connotations.},
cin = {731210},
ddc = {370},
cid = {$I:(DE-82)731210_20140620$},
typ = {PUB:(DE-HGF)11},
doi = {10.18154/RWTH-2022-07472},
url = {https://publications.rwth-aachen.de/record/850407},
}
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