Literaturnachweis - Detailanzeige
| Autor/in | Trostek, Jonas R. |
|---|---|
| Titel | Acceptance as a Normative Aspect of the Process of Coming to Understand Emotionally Charged Concepts: Upper-Secondary School Students Make Meaning of Gender |
| Quelle | In: Scandinavian Journal of Educational Research, 60 (2016) 4, S.381-398 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-3831 |
| DOI | 10.1080/00313831.2015.1018318 |
| Schlagwörter | Secondary School Students; Gender Issues; Emotional Response; Predictor Variables; Qualitative Research; Student Attitudes; Social Attitudes; Hermeneutics; Context Effect; Semi Structured Interviews; Social Structure; Caring; Social Justice; Coping; Foreign Countries; Sweden |
| Abstract | Previous research on how students' acceptance of emotionally charged theories relates to their understanding is based on the measurement of acceptance and understanding as two separate variables. As an alternative, the present study takes a qualitative approach with the aim of exploring what 24 upper-secondary school students accept when they come to understand the concept of gender and how to justify gender-related statements. The results show how the students accept ideas about social structures, power, and emancipation, as well as ideas about essences, individual independence, and a natural order. As for their justifications, they accept ideals of equality and objectivity. By assuming that the ideas have positive connotations for the students, it becomes possible to understand them as engaged in negotiating norms that are brought to the fore in the interviews. (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 | 2020/1/01 |
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