Paper short abstract:

The research investigates gender play in school recess. It points out that several factors influence the utilisation of schoolyards: Physical structures, the teachers' pedagogical approach and gender awareness and pupils' daily rituals have an impact on the spatial opportunities of boys and girls.

Paper long abstract:

Children and youths do gender differently according to which place they are at. Several studies show, that schools and school yards are places where pupils behave very stereotypically and where traditional gender roles are produced and reproduced (Boyle 2003; Diketmüller & Studer 2007; Pellegrini 1995, Thorne 1993). Based on the assumption that gender relations are also embedded within institutions (Goffman 1977), the aim of the study is to examine how gender play takes place within schoolyards, how utilization and meaning of space are negotiated and which factors influence these processes.

The data of participant observation in 20 Austrian school yards (60 recesses) were applied and compared with the data of structured interviews with the heads of those schools (n=20), teachers (n=29) and pupils (n=38) and were analysed by content analysis technique.

On the one hand the findings lead to the conclusion that the physical structure of space has an impact on children's activities during recess. On the other hand gender awareness of the teachers influences girls' and boys' activities in school yards: If and how disadvantages by gender are seen, how gender issues are dealt with, how activities of boys and girls are appraised and supported. In addition the overall pedagogical approach affects how children are encouraged and empowered in participatory processes in school. Especially the way how girls and boys negotiate the usage of school yards and existing rules are important aspects in breaking up (unequal) gender relations and in supporting children to 'make' school yards to their places.