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| Autor/inn/en | Alayan, Samira; Yair, Gad |
|---|---|
| Titel | The Cultural Inertia of the Habitus: Gendered Narrations of Agency amongst Educated Female Palestinians in Israel |
| Quelle | In: British Educational Research Journal, 36 (2010) 5, S.831-850 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0141-1926 |
| Schlagwörter | Foreign Countries; Educational Experience; Gender Differences; Arabs; Females; Personal Narratives; Student Attitudes; Cultural Background; Academic Achievement; Sex Role; Educational Attainment; Cultural Influences; Sex Fairness; Israel |
| Abstract | Key experiences are short and intense instructional episodes that students remember to have had a decisive effect on their lives and are usually equated with a sense of self-direction and empowerment. This study analyzes gender differences in the narrations of key educational experiences of Palestinian Israeli students--an educated segment in Israeli-Palestinian society. The results suggest that while female Palestinians in Israeli academic programs have attained more than equal gender representation, a significant number of respondents still express traditional gendered conceptions. Though academically successful, many female students hide motives of agency, while expressing their stories as traditional gendered narratives. These results imply that while gender equality has been formally attained amongst Palestinians in Israel, gender differences persist with regard to women's basic cultural habitus, even amongst educated students. It thus suggests that while efforts to achieve formal and institutional gender equality are necessary, they are hardly sufficient conditions for changing cultural conceptions of gender subjectivity. (Contains 2 notes.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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