Embodied Minds: College Women's Experience and the Panopticon of Higher Education

Autor/inn/en	Ropers-Huilman, Rebecca; Winters, Kelly T.; Hakkola, Leah
Titel	Embodied Minds: College Women's Experience and the Panopticon of Higher Education
Quelle	In: NASPA Journal About Women in Higher Education, 9 (2016) 2, S.115-132 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-7882
DOI	10.1080/19407882.2016.1199384
Schlagwörter	Higher Education; College Students; Womens Studies; Student Experience; Personality Development; Focus Groups; Online Surveys; Interviews; Gender Issues; Sex Stereotypes; Theory of Mind; Human Body; Females; Participant Characteristics; Coping; Identification (Psychology); Social Psychology; Student Attitudes + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Studienerfahrung; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Interviewing; Interviewtechnik; Geschlechterfrage; Menschlicher Körper; Weibliches Geschlecht; Bewältigung; Sozialpsychologie; Schülerverhalten
Abstract	This article explores the ways in which women's perceptions of their own bodies affect their experiences as students in higher education. Based on online focus group interviews with 25 college women, the authors use Foucault's concept of the "Panopticon" to consider how students internalize and enforce gendered expectations related to ideal body types within college contexts. Centered in the belief that college is a time when people develop their identities, this study investigates how women students' experiences in college are influenced by their embodied minds. We demonstrate how their feelings of being critically observed and judged influenced decisions related to their academic and social interactions as well as their academic success and feelings of belonging. The article concludes by urging educators and scholars to pay attention to the ways in which minds "and" bodies influence teaching and learning interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01