Smart Girls, Hard-Working Girls but Not yet Self-Assured Girls: The Limits of Gender Equity Politics

Autor/in	Dentith, Audrey
Titel	Smart Girls, Hard-Working Girls but Not yet Self-Assured Girls: The Limits of Gender Equity Politics
Quelle	In: Canadian Journal of Education, 31 (2008) 1, S.145-166 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	Advanced Placement; Females; Focus Groups; Sex Fairness; Womens Education; Self Esteem; Equal Education; Politics of Education; Student Participation; Social Class; Nontraditional Education; Mathematics Education; Science Education; Computer Science Education; Suburban Schools; High Achievement; High School Students + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Sexualaufklärung; 'Women''s education'; Frauenbildung; Self-esteem; Selbstaufmerksamkeit; Educational policy; Bildungspolitik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Social classes; Soziale Klasse; Non-traditional education; Alternative Erziehung; Mathematische Bildung; Naturwissenschaftliche Bildung; Computer science lessons; Informatikunterricht; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Higher levels of girls and women's participation in targeted areas are widely apparent, particularly in affluent and middle-class sites. Here, we report on research with young middle and upper middle-class high school girls successfully enrolled in non-traditional advanced placement (AP) courses in mathematics, science, and computer programming in a suburban school district in Midwestern USA. Focus group interviews with 45 of the highest achieving students in this affluent suburb revealed salient inequities and lingering impediments in the struggle for women's equality. Likewise, the limitations of gender equity politics are evident in the co-opting of discourse of privilege and individualism. (Contains 1 note.) [Abstract included in French.] (Author).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10