Gender Performativity in Physics: Affordances or Only Constraints?

Autor/inn/en	Danielsson, Anna T.; Lundin, Mattias
Titel	Gender Performativity in Physics: Affordances or Only Constraints?
Quelle	In: Cultural Studies of Science Education, 9 (2014) 2, S.523-529 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9420-4
Schlagwörter	Science Education; Physics; Gender Differences; Doctoral Programs; Graduate Students; Gender Issues; Competence; Sociocultural Patterns; Females; Womens Education; Scientists; Masculinity; Femininity; Equal Opportunities (Jobs); Identification (Psychology) + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Physik; Geschlechterkonflikt; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Geschlechterfrage; Kompetenz; Soziokulturelle Theorie; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Scientist; Wissenschaftler; Männlichkeit; Femaleness; Weiblichkeit; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf
Abstract	In this forum we engage in a dialogue with Allison Gonsalves's paper '"Physics and the girly girl--there is a contradiction somewhere": Doctoral students' positioning around discourses of gender and competence in physics'. In her paper Gonsalves uses a sociocultural approach to examine women doctoral students' stories about becoming physicists. In doing so her paper focuses on how discourses of masculinity and femininity can create available and unavailable positions for the women students. In this dialogue we do a parallel reading of two of the student narratives presented by Gonsalves, using Judith Butler's (1990) concept of discursive agency as a means to more explicitly bring the affordances for women identity constitution offered by their localized physicist context to the fore, rather focusing on its, often more visible, constraints. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10