If the Dress Fits, Wear It: Uncovering Meaning in Gender Stereotyping in an Australian Outdoor Education Program.

Autor/in	Pinch, Katherine J.
Titel	If the Dress Fits, Wear It: Uncovering Meaning in Gender Stereotyping in an Australian Outdoor Education Program.
Quelle	(2002), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Adventure Education; Foreign Countries; Group Dynamics; Individual Power; Interpersonal Relationship; Outdoor Education; Qualitative Research; Residential Programs; Secondary Education; Sex Differences; Sex Role; Sex Stereotypes + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Ausland; Gruppendynamik; Eigeninitiative; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Freiluftunterricht; Qualitative Forschung; Sozialer Wohnungsbau; Sekundarbereich; Sex difference; Geschlechtsunterschied; Geschlechterrolle
Abstract	A study examined gender stereotyping in an outdoor adventure education program. Observations, interviews, and document reviews involving 138 adolescent students from 8 schools attending a residential outdoor education center in Queensland (Australia) found the following gender stereotypes: boys are physically stronger than girls; boys are practical and do things whereas girls plan ahead; boys are clowns; girls are bossier than boys; boys are more competitive than girls; and girls have better relationship skills than boys. Gender stereotyping provided structure and order that gave a sense of safety and familiarity to many participants. It also regulated behavior, placed limits on perceived abilities, and accorded different situational statuses to girls and boys. It was predominantly boys who were accorded the highest status, based upon their perceived greater physical strength and the way they claimed leadership and power. It was more difficult for girls' voices to be heard within this structure. Stereotyping worked through the assertion of power and control. Different types and levels of power were observed. The most obvious form was seen in who set the "tone" of the group, usually a boy or group of boys, who were loud, strong, and popular. Some boys asserted their power through physical strength and by taking the lead on the trail. Some girls asserted their power through group maintenance tasks. Some girls and boys demonstrated their empowerment through resistance of gender-stereotyped roles. Implications for practice are discussed. (TD)
Anmerkungen	Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC