Search results for: Gender
Page 5/8 72 items
In this article, the authors analyze ways in which institutional heteronormativity operates in primary schools. The authors report results from their research in UK schools that culminated in a Participatory Action Research project in which practicing teachers explored possibilities for disrupting dominant discourses of sexuality and gender expression.
Updated: Apr. 26, 2011
In this essay, the authors are a mother and a daughter who reflect on gender roles and how they are enacted in the classroom. Writing in separate voices, the authors raise critical questions about the rigidity of gender roles and the importance of discussing gender with young children.
Updated: Apr. 10, 2011
In the present study, the authors examine their own experiences as female junior scholars with multicultural backgrounds teaching at the same Hispanic-serving institution. The research suggests that more understanding is needed about the experiences of mixed-heritage faculty in academia, as well as the ways in which faculty from any background may develop multiple affiliations with cultural communities and pursue professional agendas related to communities that they do not neatly fit into.
Updated: Mar. 02, 2011
In this article, the author seeks to represent a concept which is described by Deleuze and Guattari as movement that is simultaneous, asymmetrical, instantaneous, unfinalized, zig-zag. This movement is Deleuze and Guattari's concept of difference, that which they name becoming. To put this concept of becoming to work, the author uses three texts. One of the texts is a short excerpt from the author's fieldnotes taken during her ethnographic research on the subject formation of adolescent girls. Deleuze and Guattari's concept of becoming allows the author to explore Jesse's unique difference, to privilege her specificity.
Updated: Mar. 01, 2011
This article is a critical examination of the ideologies and practices that educators bring to bear on their classrooms in order to create inclusive, safe, and welcoming environments for all children, but particularly for children with gender variant behaviors and interests. Using a feminist perspective, this article offers a new conceptual lens with which to examine classroom practices that reinforce the heteronormative classroom and, as such, restrict and constrain alternate forms of gender expression. Finally, the authors contend that the classroom must be places where children with non-conforming gender interests and expression are given the opportunity to take risks and test their unique ideas and ways of being.
Updated: Jan. 11, 2011
The purpose of this study was to investigate how alternative certification programs may affect special education teacher retention. The authors compared the University of Memphis's alternative Special Education Institute program to the university's traditional certification program. It was found that a larger percentage of the alternatively prepared teachers were employed at local school districts than the traditional program graduates . Furthermore, a larger percentage of African American students were employed by area school districts than were their White counterparts. The findings of this study support the use of alternative certification programs.
Updated: Jan. 04, 2011
This research study explores gender-based language, in this case women's language, and the classroom. The study specifically examines examples of women's language and how this language affects student response in the classroom. The participants were 20 students at an academic magnet school in a metropolitan area in the southeastern United States and their teacher. Five variables have been identified as characteristic of women's language--politeness, gestures, intonation, praise/saving face for others, and tag questions--and were used to evaluate the language of a female teacher in an Algebra II classroom.
Updated: Jan. 02, 2011
This article discusses the findings of a research study undertaken by a group of providers of ITE (initial teacher education) in England aiming to examine current issues relating to the recruitment and retention of male students in primary ITE. This research examined views of both successful male and female trainees on ITE courses and their course providers. The findings indicated that gender was overwhelmingly seen as irrelevant by trainees themselves. The study also identified successful strategies for retention and completion.
Updated: Dec. 26, 2010
The Role of Subjective Motivation in Girls' Secondary Schooling: The Case of Avoidance of Abuse in Belize
In this study, the author argues that secondary schoolgirls' subjective motivations played a key role in their educational experiences during the late 1990s. The author used ethnographic data and longitudinal interview data. Based on the data, the author suggests that many of the young women in this study saw education as a route to independence or as a way to avoid gender-based maltreatment for themselves and their future children. The author asserts this 'push' factor, combined with the 'pull' factors of increased economic opportunities for young women with high school diplomas, led to increased educational outcomes for girls at this time.
Updated: Nov. 23, 2010
Scholarship Girls Aren't the Only Chicanas Who Go to College: Former Chicana Continuation High School Students Disrupting the Educational Achievement Binary
In this article, the authors re-conceptualize the way educational scholarship defines 'high achieving.' The authors use critical race theory, Latina/o critical theory, and Chicana feminist epistemologies to examine the journeys of five self-identified Chicana women who attended a continuation high school in California. The authors highlight the resistance strategies these young women employ through their critique of social oppression. The authors conclude with recommendations to help educators and policy makers prepare this growing number of students for postsecondary schooling.
Updated: Nov. 10, 2010