Bir İngilizce Sınıfında Akran Gruplarında Toplumsal Cinsiyet Kimliklerinin Kurulumu

Yıl 2025, Cilt: 58 Sayı: 3, 1345 - 1398, 15.12.2025

Asuman Fulya Soğuksu , Fatma Bıkmaz

https://doi.org/10.30964/auebfd.1726607

Öz

Bu çalışmanın amacı, kız ve erkek öğrencilerin akran gruplarında toplumsal cinsiyet kimliklerini nasıl kurduklarını sınıf içi İngilizce öğrenme yaşantıları bağlamında incelemektir. Eleştirel etnografik yaklaşıma dayandırılan araştırma, bir devlet okulunda bir onuncu sınıftaki 34 öğrenci ve sınıfın İngilizce öğretmeni ile yürütülmüştür. Katılımcı gözlem ve görüşmeler yoluyla etnografik veri üretimi sağlanmıştır. Verilerin Foucault’nun “doğruluk oyunları” kavramına dayalı biçimde çözümlenmesiyle ulaşılan bulgular; toplumsal cinsiyetin akran gruplarında çoklu biçimde kurulumunu, sosyal sınıfla kesişimselliği, gruplar arası iktidar mücadelelerini ve popüler erkek grubunun baskın erkeklik performansını ortaya koymaktadır. Bulgular, sınıfta alternatif toplumsal cinsiyet performanslarının dışlandığını ve disiplin edici toplumsal cinsiyet kurgularının yeniden üretildiğini de göstermektedir. Bunların yanında, çalışmada bazı öğrenciler için düzenleyici mekanizmalara karşı dokunulmazlığın ve grup dinamiklerine dışlanmadan katılımın olanaklı olduğu görülmektedir. Bu belirlemeler, İngilizce öğrenme süreçleri ve gelecek araştırmalar için birtakım çıkarımlarda bulunmayı olanaklı kılmaktadır.

Anahtar Kelimeler

Yabancı dil olarak İngilizce , akran grupları , toplumsal cinsiyet , sosyal sınıf , eleştirel etnografi

Etik Beyan

Bu çalışma, Ankara Üniversitesi Etik Kurul Başkanlığı’ndan gerekli onay alınarak yürütülmüştür. Araştırma sürecinde tüm etik ilkeler gözetilmiş, katılımcılardan gönüllü olarak katılım sağladıklarına dair aydınlatılmış onam alınmıştır.

Destekleyen Kurum

Ankara Üniversitesi Bilimsel Araştırma Projeleri Birimi

Proje Numarası

16L0630002

Teşekkür

Bu araştırmanın yürütülmesine katkı sağlayan ve deneyimlerini paylaşarak çalışmayı mümkün kılan tüm katılımcılara içten teşekkür ederiz.

Constructing Gender Identities in Peer Groups in an EFL Classroom

Öz

This study examines how girls and boys construct gender identities within peer groups in the context of English learning experiences in an EFL classroom. Drawing on a critical ethnographic approach, the research was conducted with 34 tenth-grade students and their English teacher at a public high school. Ethnographic data were generated through participant observation and interviews. The data analysis, informed by Foucault's concept of “games of truth,” reveals the multiple constructions of gender within friendship groups, how class mediates gendered norms, intergroup power relations, and the dominant masculinity performed by the popular boys. The findings also show that alternative gender performances are marginalized and that disciplinary gender norms are reproduced in the classroom. Additionally, the study demonstrates that, for certain students, immunity from regulatory mechanisms and inclusion in group dynamics without exclusion are possible. These findings have implications for English language learning processes, as well as for future research.

Anahtar Kelimeler

English as a foreign language , peer groups , gender , social class , critical ethnography

Etik Beyan

This study was conducted with the approval of the Ethics Committee of Ankara University. All ethical principles were observed throughout the research process, and informed consent was obtained from participants based on their voluntary participation.

Destekleyen Kurum

Ankara University Scientific Research Projects Unit

Proje Numarası

16L0630002

Teşekkür

We are grateful to all participants for their willingness to take part and share their experiences, which made this study possible.

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