Programme full

Friday 17 April 2015 15:15 - 16:45
PAPER SESSION 8
western understandings of gender as binary, and of sexuality as central to gendered identities. While fa'afafine
themselves often resist these attempts to 'translate' their identities, these discourses have had an impact on how
fa'afafine express and embody their femininity. Gaining an understanding of these processes allows for insight into
how western models of gender and sexuality function, and how these are culturally specific.
It is intended that a version of this paper be published in Sociology Compass, a review journal aimed at academics
and advanced students. I would very appreciate the response of those teaching in relevant areas as to whether the
paper covers areas of use to them.
What a Gay Should Be: Genital Dichotomy in Narrative Repertories of Heterossexual and LGBT Students from
a Brazilian Public University
Moretti-Pires, R.O.
(Federal University of Santa Catarina)
Deep changes in the patterns of acceptance and LGBT's rights in Brazil has occurred in recent decades. The
thematical centrality of diverse sexual orientations and a break with the standard male-female dichotomy has gained
more space. There have been significant advances in social recognition and the rights of LGBT people, from the
intensification of debates in the media or public policy. Currently, sex change surgery is guaranteed in the Brazilian
public health system. Using Structuration Theory, especially Giddens' concepts of ontological security and agent, this
paper discusses the narratives repertoires of personal experience of heterosexual and LGBT students from a Brazilian
public university. These narrative repertoires were built from workshops with displaying images from the life of
transsexuals, shemales and homosexuals. The narrative senses of all groups were constructed from the male-female
dichotomy. In heterosexual workshops the narratives tried to fit homosexual couples in the definition of roles of men
and women. For participants, the genitals define the ways that people should act publicly, with deep nuisance at front
of images from transsexuals and shemales. For LGBT people the adaptation to standards of heteronormativity is
required to gain social rights. Transsexuals and transvestites are not in this pattern.
Sociology of Education
M137, GEORGE MOORE BUILDING
Students’ Aspirations, Expectations and School Achievement: What Really Matters?
Khattab, N.
(University of Bristol)
Using the Longitudinal Study of Young People in England (LSYPE), this study examines how different combinations of
aspirations, expectations and school achievement can influence students' future educational behaviour (applying to
university at the age of 17-18). The study shows that students with either high aspirations or high expectations have
higher school achievement than those with both low aspirations and low expectations. Furthermore, complete
alignment between high aspirations, high expectations and high achievement is the most important predictor of future
educational behaviour amongst students. However, it is also found that low expectations do not negatively impact
students' future behaviour when they have high aspirations accompanied with high school achievement. Additionally,
the study finds significant ethnic differences in favour of white students at GCSE level, but that these differences are
reversed in relation to applying to university at the age of 17-18.
Social Inequalities in Subject Choice in Scotland : Evidence from the Scottish Longitudinal Study
Klein, M., Iannelli, C.
(University of Edinburgh)
In this paper we assess the impact of student social origin on continuing school after compulsory education and
choosing different subjects in upper secondary education (S5/S6) in Scotland. We further consider to what extent
subject choice and performance until the end of compulsory education (S4) mediates continuation decisions and
subject choice in upper secondary education. In Scotland (and more generally in the UK) access to prestigious
universities and higher-status occupations not only depends on educational attainment but is strongly linked to having
achieved qualifications in specific subjects. Parents from higher social origin can provide better support to their
children when making educational decisions, particularly subject choice, than parents from lower social origin since
they are more familiar with the educational system, the requirements of higher education entrance and subsequent
labour market opportunities. We expect strong social inequalities in subject choices in secondary education that, in
turn, have consequences for later decisions on HE entrance and labour market outcomes. With a few exceptions,
305 BSA Annual Conference 2015
Glasgow Caledonian University