The Intersection of Gender and Culture in Argumentative Writing

Autor/inn/en	Tsemach, Ehud; Zohar, Anat
Titel	The Intersection of Gender and Culture in Argumentative Writing
Quelle	In: International Journal of Science Education, 43 (2021) 6, S.969-990 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsemach, Ehud)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1894499
Schlagwörter	Gender Differences; Cultural Influences; Persuasive Discourse; Public Education; Social Influences; Jews; Foreign Countries; Private Schools; Single Sex Schools; Coeducation; Student Characteristics; Essays; Robotics; Science and Society; College Preparation; Israel + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Cultural influence; Kultureinfluss; Persuasion; Persuasive Kommunikation; Öffentliche Erziehung; Sozialer Einfluss; Jew; Jude; Jüdin; Juden; Ausland; Private school; Privatschule; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Koedukation; Essay; Aufsatzunterricht; Robotertechnik
Abstract	This study explores the intersection of gender, sociocultural background, and argumentative socioscientific writing. It focuses on Jewish Ultra-Orthodox (Haredi) men and women who were educated in gender-segregated schools separated from the public education (PE) system in Israel. We compared argumentative essays written by these two groups to argumentative essays written by both genders of PE graduates who studied in coed schools. The methodology and analysis were based on both the cognitive and sociocultural perspectives, and relied on both preexisting ('top down') and data-derived ('bottom up') criteria to compare the argumentative essays of the four groups in 20 different aspects. The analysis revealed that gender differences in argumentation patterns and quality are culturally bound. While PE women and men share similar argumentative patterns and quality, in the Haredi group two distinct argumentative patterns and differences in quality were found. The findings demonstrate the complex intersections of gender, sociocultural background, and argumentation. We discuss these findings and present implications for research and teaching of argumentation and of socioscientific reasoning. (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	2024/1/01