Literaturnachweis - Detailanzeige
Autor/in | Mendick, Heather |
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Titel | Mathematical Stories: Why Do More Boys than Girls Choose to Study Mathematics at AS-Level in England? |
Quelle | In: British Journal of Sociology of Education, 26 (2005) 2, S.235-251 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0142-5692 |
Schlagwörter | Foreign Countries; Masculinity; Qualitative Research; Higher Education; Mathematics Education; Gender Differences; Course Selection (Students); Career Choice; Sex Stereotypes; United Kingdom (England) |
Abstract | In this paper I address the question: How is it that people come to choose mathematics and in what ways is this process gendered? I draw on the findings of a qualitative research study involving interviews with 43 young people all studying mathematics in post-compulsory education in England. Working within a post-structuralist framework, I argue that gender is a project and one that is achieved in interaction with others. Through a detailed reading of Toni and Claudia's stories I explore the tensions for young women who are engaging in mathematics, something that is discursively inscribed as masculine, while (understandably) being invested in producing themselves as female. I conclude by arguing that seeing 'doing mathematics' as 'doing masculinity' is a productive way of understanding why mathematics is so male dominated and by looking at the implications of this understanding for gender and mathematics reform work. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |