Gender Inequality in Education: Accounting for Women's Subordination.

Autor/in	Stromquist, Nelly P.
Titel	Gender Inequality in Education: Accounting for Women's Subordination.
Quelle	In: British Journal of Sociology of Education, 11 (1990) 2, S.137-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Opportunities; Educational Research; Educational Sociology; Educational Theories; Elementary Secondary Education; Equal Education; Feminism; Foundations of Education; Social Science Research; Womens Education; Womens Studies + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Bildungsforschung; Pädagogische Forschung; Bildungssoziologie; Erziehungssoziologie; Educational theory; Theory of education; Bildungstheorie; Feminismus; Grundlagenausbildung; Social scientific research; Sozialwissenschaftliche Forschung; 'Women''s education'; Frauenbildung
Abstract	This article is an attempt to apply a systematic use of theory to gender inequalities in education. It expands on the tenets of liberal, radical, and socialist feminist perspectives to account for differential gender outcomes in terms of educational access, attainment, and field of study choices. The State emerges as a key actor regulating and promoting educational processes and outcomes, and the perspective that most accurately captures the State's practices is socialist feminism. There has been a recent convergence in feminist thought toward the meshing of ideological and material elements in the explanation of women's subordination, bringing closer than ever the radical and socialist feminist perspectives. These perspectives detect severe limits in the State's ability to improve women's conditions while groups outside the State, particularly women-run organizations, are identified as the most likely sources of significant educational change and thus social change, in the interests of women. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01