Literaturnachweis - Detailanzeige
| Autor/in | Myklebust, Runa Brandal |
|---|---|
| Titel | Resistance and Persistence: Exploring Gender-Untypical Educational Choices |
| Quelle | In: British Journal of Sociology of Education, 40 (2019) 2, S.254-268 (15 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Myklebust, Runa Brandal) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-5692 |
| DOI | 10.1080/01425692.2018.1529553 |
| Schlagwörter | Foreign Countries; Females; Sex Stereotypes; Gender Bias; Decision Making; Resistance (Psychology); Sex Role; Social Attitudes; Cultural Influences; Undergraduate Students; Family Influence; Peer Influence; Child Rearing; Social Justice; Career Choice; Norway |
| Abstract | Given the ambition to decrease gender segregation in higher education, it is essential to understand the considerations made by the gender minority in segregated fields of study. This article interprets the resistance met by girls choosing gender-untypical paths, and analyses how they explain and justify such choices. The context of Norway provided both the framework for the study and a lens for understanding the girls' experiences. Interview data show how the girls understand their own and others' educational choices in light of ideas of gender equality. Arguably, claiming to be 'one who dares', and anchoring their choices in egalitarian ideals, strengthened their motivation in the face of resistance. Furthermore, the resistance was not rooted in stereotypes around competence but based on gender role expectations. This suggests that cultural beliefs about women as primarily caretakers, and the notion that appearance relates to educational choices, are more resistant to change than stereotypes about women and technical competence. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; 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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