La influencia de las categorías performativas de género en el éxito académico de adolescentes: Análisis de relatos de vida escolares

In this paper we propose to identify which gender performative categories constitute scholar identity. The core of this study encompasses both the perspective Sandra’s Bem gender schema theory (Gender schema theory 355 y Gender schema theory implications 604) and Judith’s Butler concept of significance frameworks (Género disputa 274-275).
Methodologically, we developed a narrative research about ten scholar success
teenagers through an analysis that we will divide into three phases: (1) following Paul Ricoeur philosophy and his Freud’s reading we categorized the key aspects of scholar’s identity: samesses, ipseity and educative relational aspects (2) taking into consideration the categories proposed by Sandra Bem in the Sex Role Inventory Traits (BSRI), we analyzed the performative categories of gender that emerged from the interviews (3) assessment of the presence or absence of signifiers related to gender identity stereotypes. We conclude by saying that in the school gender bias is being promoted by relating school success with characteristics typically attributed to the female gender.