Having a Top-Class Mindset? Post-Feminism and the Co-Construction of Class and Mindset among Young Finnish Women

Autor/in	Ikonen, Hanna-Mari
Titel	Having a Top-Class Mindset? Post-Feminism and the Co-Construction of Class and Mindset among Young Finnish Women
Quelle	In: Gender and Education, 32 (2020) 7, S.944-960 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2019.1632420
Schlagwörter	Gender Issues; Feminism; Social Class; Females; Foreign Countries; Young Adults; Neoliberalism; Whites; Advantaged; Achievement; Social Differences; Employment Potential; Success; Social Mobility; Finland + Suchen Sie Ihr Suchwort? Geschlechterfrage; Feminismus; Social classes; Soziale Klasse; Weibliches Geschlecht; Ausland; Young adult; Junger Erwachsener; Neo-liberalism; Neoliberalismus; White; Weißer; Performance; Leistung; Sozialer Unterschied; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Erfolg; Soziale Mobilität; Finnland
Abstract	Young white women are presented as winners in neoliberal governmental discourses, but despite the assumption that they are in a privileged position, not all young women reach the top. This paradox, elaborated here from different angles in research inspired by post-feminism and neoliberalism, calls for a focus on class-based differences among young women and their mindsets. Drawing on semi-structured interviews with Finnish women aged 18-28, this article contributes empirically to theoretical debates on the psychic lives of young women who are making educational choices and entering the labour market. The article shows how, even in egalitarian Finland, class still adds to the gender harms done to young women, contributing to their feelings of mistrust and hopelessness. The article also suggests that a privileged background makes it possible to consider atypical choices, such as individual, well-managed time out that prepares young women to make achievements in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01