Girls' Groups and Boys' Groups at a Municipal Technology Centre

Autor/in	Salminen-Karlsson, Minna
Titel	Girls' Groups and Boys' Groups at a Municipal Technology Centre
Quelle	In: International Journal of Science Education, 29 (2007) 8, S.1019-1033 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Females; Technology Education; Sexual Identity; Masculinity; Ethnography; Single Sex Classes; Feminism; Gender Issues; Foreign Countries; After School Programs; Community Centers; Educational Background; Sweden + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Technisch-naturwissenschaftlicher Unterricht; Geschlechtsidentität; Sexuelle Identität; Männlichkeit; Ethnografie; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Feminismus; Geschlechterfrage; Ausland; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Vorbildung; Schweden
Abstract	This article describes the Swedish initiative of municipal technology centres from a gender point of view. These centres provide after-school technology education for children aged 6-16. By means of an ethnographic study, the effects of the use of single-sex groups in increasing the interest of girls and boys in technical activities have been studied at one of the centres. The importance of the gender of the teacher relative to the gender of the pupils is also considered. The results show that single-sex groups meant different things to boys and girls, and that the teachers' way of "doing" femininity and masculinity, respectively, in the different groups was of some importance. The results indicate that single-sex groups alone do not break down gender barriers. However, there are lessons to be learnt from a leisure-time activity that provides a different setting from that of single-sex science education in ordinary schooling. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10