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A Critical Analysis of Gender Mainstreaming

  • Marsha Lyle-Gonga (a1)
Abstract

By definition, gender mainstreaming is the process by which a gendered perspective (male and female) is integrated into the fabric of our communities, institutions, and lives (United Nations 1997). We live in a society defined by our values of equality, social justice, and opportunity. In order for these values to permeate into our everyday lives, we must address issues of “separateness” that still seem to prevail in our institutions, particularly in our political science curricula. Di Stefano (1997, 204) presented gender as “a socially constructed and politically enforced notion of what it means to be male or female” and argues that this gendered lens is “political because it has the power to impose meaning and value to our activities and social relationships.” Mainstreaming is a transition from a male-defined curriculum to a more gender-balanced curriculum that better reflects the improved status of women in society.

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Catherine W. Berheide , and Marcia T. Segal . 1985. “Teaching Sex and Gender: A Decade of Experience.” Teaching Sociology 12 (3): 267–83.

Laura Kramer , and George T. Martin . 1988. “Mainstreaming Gender: Some Thoughts for the Non-Specialist.” Teaching Sociology 16 (2): 133–40.

David Lublin , and Sarah Brewer . 2003. “The Continuing Dominance of Traditional Gender Roles in Southern Elections. Social Science Quarterly 84 (2): 379–96.

Allen Pearson , and Patricia Rooke . 1993. “Gender Studies and Teacher Education: A Proposal.” Canadian Journal of Education 18 (4): 414–28.

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Politics & Gender
  • ISSN: 1743-923X
  • EISSN: 1743-9248
  • URL: /core/journals/politics-and-gender
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