Notions of the ‘ideal’ schoolgirl and hybrid patterns of femininity for 10–11-year-olds in two London schools

Abstract

This paper explores patterns of femininity in two London schools. Generating data from small group interviews with 49, 10–11-year-old girls in 2022, the research found a heterosexualised, ‘emphasised’, femininity to be a minority form, and introduces a hybrid femininity, consisting of traditional feminine and masculine qualities. This was the most common and valorised version and was also connected to the characteristics of an ‘idealised’ schoolgirl. Although hybrid forms have been applied to adolescent girls and women, they are under-theorised with pre-adolescents. Taking a social constructionist approach, the paper views femininities as being relational and argues they are temporal, situated, dynamic and fluid. Some girls could be ‘tomboys’ and ‘girly-girls’ without feeling any contradiction or fear of derogation. Unable to find a particular, dominant, form of femininity, there was also an absence of gender hierarchies. The paper suggests that neither a singular and dominant form, nor a steep hierarchy of femininities in every setting, is neither axiomatic nor inevitable, and that the gender landscape can be more even and less steep. The research also argues that schools can counter and change inequalities, particularly when children are actively involved in the process.