首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 781 毫秒
1.

This article describes a project based on Year 7 pupils (aged 11-12 years) in a UK inner-city girls' school classified as 'in challenging circumstances'. The girls were cross-mentored by Year 12 (aged 16-17 years) girls from another local girls' school. The city has a diverse multi-cultural population where single gender education is an active preference for many parents. This parental dimension influenced cooperation between the two schools. The conceptual theme for the mentoring project was that the older pupils provided a supportive framework for their younger peers. This was a conscious shift from the traditional notion of 'prefects control younger pupils'. Prior to operating the scheme, a training programme was devised by the city's Secondary Behaviour Support Team. The progress of this training course and the application of the techniques through the mentoring sessions are described.  相似文献   

2.
This study investigates how Swedish pupils meet chemistry, physics and technology in compulsory school. It explores girls' and boys' actions in and thoughts about these subjects during grades 7 to 9. The pupils come from different worlds determined by gender and social background. In the classroom girls are given, and take upon themselves, the role of keeping lessons together, while boys' attempts to dominate the public arena create disorder. Girls and boys prefer different subject areas. Boys have a practical while girls have a more theoretical approach to science. Girls seek ‘connected knowledge’, and even the successful girls question their understanding. Girls who take an interest in physics and chemistry often have supporting scientist fathers or at least parents with a higher education. Technology is rejected by all girls. The mutual construction and reconstruction of gender and of science/technology contribute to gendered choices of study programmes in upper secondary school.  相似文献   

3.
The junior middle school phase is one in which students first come into formal contact with science subjects and is a key period in the formation of their attitudes toward the sciences. Any setback in science studies in this period inevitably affects the students' studies in the senior middle school phase and even their future choice of specializations and the direction of their career development. Thus science education during the junior middle school phase is of the utmost importance for the students' growth. Studies by scholars abroad show that the great majority of girls have the same intelligence and ambitions as boys when they enter school, but by the time they graduate from junior and senior middle schools they have much less confidence in their abilities and their self-esteem has conspicuously declined. There is also a big difference between boys and girls in terms of their choice of advancement to higher schools, and a relatively small proportion of girls choose to take science courses in senior middle school. In terms of choice of vocations, most girls remain stuck in the narrow field of traditional occupations for females, such as nursing, health care, and secretarial work, and display a clear tendency toward job gender patternization. The rate of school dropouts and discontinued schooling is much higher among girls than boys.1 Studies by scholars in China show that stereotyped gender impressions among teachers leads to incorrect conduct in education and teaching. For instance, teachers believe that boys are more clever. They make different dispositions for girls' and boys' learning activities, and lavish more attention on boys. Such different feedback to learning information [sic] from boys and girls widens the difference between students of different genders.2  相似文献   

4.
This paper examines the discourses of morality drawn on by secondary school teachers in England to describe their attitudes to pupils' developing sexual identities. Although teachers recognized their own formative role in the sexual socialization of pupils and identified homophobic attitudes among boys, they were ambivalent about how far they could intervene in homophobic bulling in school. However, they failed even to recognize the widespread misogynistic bullying of girls by boys as a problem. Teachers expressed anxieties about girls' ownership of sexual knowledge and sexual agency while perceiving boys to be sexually immature and less ‘responsible’. We explore possible reasons for teachers' neglect of misogynistic bullying and their labelling of girls as sexually precocious. We argue that the discourses shaping teachers' attitudes to sexual morality and sex education were largely embedded in a form of liberal individualism that impeded them from confronting the structurally reproduced relations of gender domination.  相似文献   

5.
This article explores theoretical and historical problems associated with representations of gender and race in the Third World. Using a feminist cultural studies approach, the author examines representations associated with the concept of African tradition that have shaped colonial and post-colonial education policy for girls in Tanzania. Archival materials from missionary, colonial, and African sources reveal the multiple and often conflicting views of tradition conveyed through programmes intended to increase African girls' participation in school. The uses of tradition in colonial policy making are compared with its meanings in contemporary educational programmes for girls in an attempt to further feminist scholarship and action around the issue of girls' education.  相似文献   

6.
  相似文献   

7.
This article looks at the effects of privatisation policies on girls' education in the Kilimanjaro Region of Tanzania. It begins by describing changes in economic and education policies in Tanzania since independence in 1961. It presents the results of a study about parental wealth and education and the findings from an essay task completed by girls at a secondary school in the region.1 The article also provides life-history sketches of several girls who have not attended secondary school and a discussion of the social and economic factors that mark the distinction between “educated” and “uneducated” girls in Tanzania today. These different sources of information show how cultural notions about gender and economic hardship in Kilimanjaro work together in making the attainment of a secondary school education an untenable goal for girls from poor households.  相似文献   

8.
This article focuses on the affective place-making practices of girls at a private high school on the outskirts of Cape Town. The article responds to the question: How do high school girls' affects and social bodies contribute to their place-making practices and to the type of place they make of their school? Our focus is on understanding the affective, emotional, and interactional dimensions that constitute 5 girls' strategic interactions in the out-of-classroom spaces of their school. Drawing on theories of affect, the article is based on a 6-month ethnographic research study at Mount Valley High (pseudonym). We present 3 specific incidents from our data to illustrate each of the key dimensions that we believe relate to the girls' affective place-making practices. We develop the idea that spaces such as schools become places as a result of the interaction between the expressive institutional culture of the school, on the one hand, and the vigorous interaction of the students' engagement with each other in the various spaces of school, on the other. We present the 3 critical incidents to advance a conceptual argument about the link between affect and place-making in the light of the school's expressive culture. We argue that the girls in our study interpret the culture of their school and act in response to its discourses. They go on to make place in highly specific ways by recreating the school as a place through a combination of individual, group and strategic place-making practices, turning the school into a particular place.  相似文献   

9.
《教育心理学家》2013,48(4):321-339
Girls and boys are still far from equal in U.S. elementary and secondary schools. Research on teacher-to-student and student-to-student classroom interaction patterns, reviews of curricular materials, and data on participation in extracurricular activities suggest that the school climate is less encouraging for girls and young women than it is for their male classmates. Even testing and assessment procedures give an inaccurate picture of girls' abilities and thereby limit their options. This article reviews current research and makes specific recommendations for actions to create a more gender equitable environment in the nation's schools.  相似文献   

10.
This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary for girls to participate fully, actively and equally in all aspects of their societies. Drawing on a longitudinal, ethnographic policy research case study with 15 Ugandan schoolgirls in rural Masaka District, Uganda, from August 2004 to September 2006, I explore the girls' educational experiences in relationship to the NSGE. I employ the Women's Empowerment Framework (WEF) to evaluate the NSGE with respect to the extent to which its interventions are ‘empowering’ for girls.  相似文献   

11.
ABSTRACT The article reports on relative gender access to secondary (grammar) school education from 1977 to 1990 in Imo State, Nigeria. To this end, time series data on secondary (grammar) school enrolment in Imo State from 1977/78 to 1989/90 were analysed. The findings are: (i) the existence of a gender imbalance in access to grammar school education in which the participation rate for girls was less than 40% up to 1980/81. This is discussed with reference to the prevalence of a gender-biased tradition which restricts girls' access to education; (ii) the dramatic overturning of the gender enrolment imbalance, in favour of girls, from 1981/82 when girls' participation rate in secondary education reached a peak of 56%. This is attributed to the nationwide implementation of a 6-year programme of free and compulsory Universal Primary Education (UPE) in Nigeria from 1976. The free and compulsory UPE scheme (which removed the traditional constraints on female education)had the immediateeffect of causing a phenomenal growth in primary school enrolment that was paralleled in the secondary sector in 1981/82; and (iii) the decline in access to grammar school education, more marked for girls than for boys, since 1986 when free market reform structural adjustment policies (SAP) prescribed by the International Monetary Fund (IMF) and the World Bank were introduced in Nigeria. The SAP was accompanied by enormous financial and economic hardship which militate against access to education for the majority of poor Nigerians and for girls in particular. These findings are consistent with reported findings elsewhere in 'adjusting' countries. It is concluded that the financial rigours of the structural adjustments that havebeen imposed on such countries militate against the United Nations Children's Fund and United Nations Educational, Scientific and Cultural Organisation commitments to the elimination of all policies that hinder gender access to education in Africa and the global vision of education for all by the year 2000.  相似文献   

12.
The past 15 years have seen a persistent underrepresentation of girls in school science and technology subjects. The article is in three parts. The first part surveys the persistence of girls' opting out of science and technology in their school option choices and reviews from a wide range of literature the influences which affect girls' choices. These influences are: early socialisation, primary teachers as change agents, option choice processes, guidance and careers advice, teachers and teaching, and work experience. The second part presents a meta-analysis of initiatives to encourage girls and women into science, engineering and technology (SET) courses and careers, drawing upon a survey undertaken as part of a Scottish initiative to encourage women students and staff to enter courses in SET in higher education and to progress in careers there. The analysis is then used to illuminate various school initiatives and to estimate the likelihood of their success in addressing the underlying influences on girls' choices away from science and technology.  相似文献   

13.
This paper presents data from an interview-based case study of a secondary school located in a suburban area of Queensland (Australia). The school is a non-traditional education site designed to support disadvantaged girls, many of whom are Indigenous, and is highly regarded for its holistic approach to gender and cultural inclusion and equity. Through lenses that align Nancy Fraser's theories of redistributive and recognitive justice, with Indigenous feminists' equity priorities, the paper identifies and analyses the structures and practices at the school that support the girls' capacities for self-determination and their sense of cultural integrity. The paper is an important counterpoint within the context of mainstream gender equity and schooling discourses that continue to homogenise gender categories, sideline the multiple axes of differentiation that interplay to compound gender (dis)advantage and deflect attention away from marginalised girls. In particular, it provides significant insight into how schools can begin to reconcile the double bind of racism and sexism that continues to stymie the schooling and post-school outcomes of Indigenous girls.  相似文献   

14.
  相似文献   

15.
This paper builds on my previous research, explaining the differential achievement of boys and girls in secondary education by the fact that boys' culture is less study orientated than girls' culture. The central question of the present paper is whether the presence of girls at school affects the boys' study culture and, by consequence, boys' achievement. The research is based on data of 877 boys and 714 girls, attending the fifth year of a sample of 15 general secondary schools. It is shown that the gender context of the school does not affect the boys' study culture, but the presence of girls positively influences the general pupils' study culture. By means of multilevel analyses (HLM), it is demonstrated that the larger the proportion of girls at school, the higher the boys achieve, and this finding can be ascribed to the general pupils' study culture.  相似文献   

16.
Human rights play a vital role in citizens' political, religious and cultural life (Wang 2002, 171). Due to the prominence of human rights in the everyday life of citizens, including those of South Africa, human rights education has been included in many school curricula. Human rights education aims to develop responsible citizens who inter alia foster an understanding of gender, ethnical, religious and cultural diversities. This, it is hoped will encourage and maintain peace, as outlined in the 1948 Universal Declaration of Human Rights. Departing from a human rights position, a qualitative study commenced in 2009 to explore how girls and boys reason about the cultural and religious practices of girls in their communities and families. Narratives by girls and boys highlighted their views on girls' positioning in their specific communities. From the findings it became evident that the participants were aware of conforming to particular cultural and religious practices. However, some participants also challenged how they perceived these practices and the roles of girls in their communities. The article highlights the necessity of embarking on a gendered perspective towards human rights education.  相似文献   

17.
In this article, I explore how a dozen high-school sophomore girls expressed their relationship to and understanding of prenatal testing, and its possible place in their lives and in the lives of others, in the context of a short unit on prenatal testing during a semester-long course in human genetics. The data come from an assignment designed to help students bring their understanding of prenatal testing into the realm of personal choice, as well as practice applying the science of chromosomal inheritance. Difference feminism is used to develop themes evident in these girls' talk about prenatal testing. The instructional choices made were based on difference feminism, which implies that girls would be interested in science that connects to human bodies, children, and traditional women's responsibilities. This claim is elaborated on and applied by this study, in which I concentrate on the question: How can difference feminism help us better to hear and comprehend high school girls' relationships with reproductive technology, their own bodies, and their own lives? I propose that focusing on girls' lives and knowledge is a way to consider alternatives in curricular content, in addition to helping us learn how to help more girls connect with science. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 877–896, 1998.  相似文献   

18.
This article reports on research funded by the Australian Research Council to investigate school responses to gender equity. It addresses the efforts of a disadvantaged school to tackle what they perceived to be gender inequalities, but in the process of constructing a top‐set and bottom‐set/stream class they are developing new forms of old inequalities and new forms of inequalities. This research indicates that despite popular assertions that girls' education has become the priority of schools and education systems, girls are being further disadvantaged through attempts to implement market strategies coupled with gender reform agendas grounded in liberal notions of equity and relying on unsophisticated notions of affirmative action. In addition, this study highlights the extent to which a media‐driven debate about boys' education has influenced the constitution of boys as the ‘new disadvantaged’ with the capacity to determine the nature of gender reform agendas and programmes in schools.  相似文献   

19.
This article is concerned with gender and technology relations in education. More specifically, it focuses on assumptions made about girls' and young women's developing identity within the context of the computing and/or technology classroom in primary and secondary schools. The article argues that we must explore what is invisible yet taken for granted in social-constructionist analyses of gender-technology relations: that these relations are situated within heterosexual social norms. Research studies in computing and technology classrooms are considered in detail in order to explore questions concerned with girls' constructed 'incompetence'. The article concludes that there needs to be an analysis that considers the interrelationship between computing and gender and heterosexuality in the classroom to help broaden our understanding of how girls and women might develop knowledge and skills in locations that are gendered masculine.  相似文献   

20.
Educational gender gap research tends to focus on differences between boys' and girls' achievement. However, substantial variation exists within the sexes concerning this educational achievement. In this study, we investigate the inter- and intrasexual differences in academic self-efficacy in a sample of 6380 Flemish seventh graders collected in the school year 2012–2013. To adequately consider masculinity and femininity on a micro level, we employ the concept of gender identity. Results show that considerable inter- and intrasexual differences exist. In line with the educational gender gap, girls scoring high on self-perceived femininity are at the top of the pack. Self-perceived masculine boys score considerably lower on academic self-efficacy; however, they still do much better than cross-gender boys and girls. The poor results of boys and girls who perceive themselves to be gender atypical are partly explained by the students' lower well-being. The results are discussed in light of masculinity and femininity.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号