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Numerous Czech studies have been conducted on how the education system reproduces inequalities. While most of them have dealt with the reproduction of class inequalities, relatively few have focused on the reproduction of gender inequalities. In this article, the authors apply a conceptual understanding of the category of gender to research on education, an approach that avoids both universalising the category of woman, as well as the opposite extreme of individualisation. We claim that female students, even though they differ among themselves in various social and personal ways, are serialised as women by institutions in the education system. They are expected to perform differently, with different motivations, their performance is valued differently and they are expected to follow different professions than male students. The paper focuses in detail on the gendered nature of educational institutions, both in terms of the gender segregation of fi elds and levels of study, as well as in terms of the importance of the interaction that occurs during the processes of teaching and ascribing value and significance to the performance of male and female students. The authors argue that education, generally expected to function as a social ladder and a route to better-paid jobs in the labour market, serves men and women in segregated ways.

In deze bundel behandelt de Amsterdamse socioloog J. Goudsblom sociale 'regimes' waar mensen individueel en in groepsverband onder leven. Hiertoe behoren bijvoorbeeld de schaamte en de tijdrekening, maar ook het streven naar luxe en comfort. Hoewel al deze regimes door mensen aan elkaar worden opgelegd, kan het in onze beleving lijken alsof we er aan toegeven uit een spontane innerlijke drang. Uitgaande van de wisselwerking tussen sociale dwang en individuele ontplooiing richt Goudsblom in dit fascinerende boek zijn scherpzinnige blik op schijnbaar ver uiteen liggende onderwerpen, zoals vuurbe