White, Classed and Gendered: Pre-Teen Girls Negotiate Successful Young Womanhood

Autor/inn/en	Cossens, Sophie; Jackson, Sue
Titel	White, Classed and Gendered: Pre-Teen Girls Negotiate Successful Young Womanhood
Quelle	In: Gender and Education, 32 (2020) 2, S.211-226 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1482411
Schlagwörter	Females; Neoliberalism; Femininity; Pacific Islanders; Ethnic Groups; Whites; Foreign Countries; Success; Social Class; Labor Force; Gender Differences; Barriers; Occupational Aspiration; Ethnicity; Preadolescents; Educational Attainment; Child Rearing; Discourse Analysis; Secondary School Students; Student Attitudes; One Parent Family; Racial Differences; New Zealand + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Neo-liberalism; Neoliberalismus; Femaleness; Weiblichkeit; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; White; Weißer; Ausland; Erfolg; Social classes; Soziale Klasse; Labour force; Arbeitskraft; Erwerbsbevölkerung; Geschlechterkonflikt; Berufsneigung; Berufsziel; Ethnizität; Pre-adolescence; Präadoleszenz; Bildungsabschluss; Bildungsgut; Kindererziehung; Diskursanalyse; Sekundarschüler; Schülerverhalten; Single parent family; Ein-Eltern-Familie; Rassenunterschied; Neuseeland
Abstract	Within neoliberal postfeminism young women are depicted as powerful, unconstrained and ready to work for success. However, research reveals a far more complicated picture than this straightforward ode to success. We explore the intersection of racialised, classed and gendered ideals of successful femininity from the perspective of Maori (indigenous New Zealand) and Pakeha (European descent) pre-teen girls, addressing the lack of research with this age group and with indigenous girls. A poststructuralist examination of focus group data demonstrated that while much of the girls' talk adhered to a postfeminist construction of female success, there was also an astute exploration of the structural inequalities confronting women and girls. Constructions of a gendered workforce that de-powers and undervalues women and an examination of the racialised barriers to Maori women's success unravels the postfeminist claims that success is universally available. We unpick these intricacies and what this could mean for educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01