Connected Education for Women

Clinchy, Blythe McVicker; Belenky, Mary Field; Goldberger, Nancy; Tarule, Jill Mattuck

doi:10.1177/002205748516700302

Cited by 20 publications

(9 citation statements)

References 4 publications

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“…The most useful heuristic seems to have been the distinction between separate knowing and connected knowing, which has served as a means for understanding gender-related approaches to learning. The authors of the study have provided suggestions on both connected education for women and connected teaching, which have been adapted at the classroom and institutional level (Belenky et al, 1986;Clinchy, 1990;Clinchy, Belenky, Goldberger, & Tarule, 1985). They advocate a model of teachers as "participant-observers" who model and display their thinking processes in public dialogue, a classroom culture that accepts the voicing of uncertainty, standards of evaluation that are coconstructed by teachers and students, and classes in which knowledge is created not through conflict but consensus.…”

Section: Discussionmentioning

confidence: 99%

The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning

Hofer

Pintrich

1997

Review of Educational Research

2,127

1,016

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There have been a number of research programs that have investigated students' thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge is evaluated. However, these different research programs have pursued varying definitions and conceptual frameworks and used quite different methodologies to examine students' epistemological beliefs and thinking. In the first section of this article, we provide a critical and comprehensive review of these different research programs. In the second part of this article, we identify nine crucial theoretical and methodological issues that need to be resolved in future research on epistemological theories. As these issues are addressed in future research, there will be more consensus regarding the nature of epistemological theories, and their relation to cognition, motivation, and learning will be made more explicit.

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Section: Discussionmentioning

confidence: 99%

The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning

Hofer

Pintrich

1997

Review of Educational Research

2,127

1,016

View full text Add to dashboard Cite

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“…Much research has been conducted examining gender differences in epistemic beliefs (e.g., Baxter Magolda, 1992;Belenky, Clinchy, Goldberger, & Tarule, 1986;Chen & Pajares, 2010;Clinchy, Belenky, Goldberger, & Tarule, 1985). These studies have shown mixed resultssome finding gender differences and others showing none.…”

Section: Group Differences In Implicit Theories Of Ability and Epistementioning

confidence: 99%

Implicit theories, epistemic beliefs, and science motivation: A person-centered approach

Chen

2012

Learning and Individual Differences

105

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a b s t r a c tThe purpose of this study was to explore (a) the individual belief profiles that naturally arise among middle and high school science students (n = 1225); (b) the relationships between these profiles to science achievement and other prominent motivation variables; and (c) the demographic and developmental differences among the belief profiles. Results revealed that a four-class solution fit the data the best. These profiles were differentially related to achievement goal orientations, science self-efficacy, and science achievement. Differences in profiles also arose as a function of minority status, grade level, and gender. Findings support and refine Schommer-Aikins's (2004) Embedded Systemic Model of epistemic beliefs. Results are discussed in relation to theory and implications for science instruction.

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“…Pamela's opinion is supported by research reported by Gilligan (1982) indicating that females approach problem solving from the perspective of interdependence and relationships, whereas males approach problem solving from an isolated skills analysis point of view. Clinchy, Belenky, Goldberger, and Tarule (1985) reported that Women want and need an education in which connection is emphasized over separation, understanding and acceptance over judgment and assessment, and collaboration over debate. They need a curriculum which accords respect to and allows time for the knowledge that emerges from first-hand experience.…”

Section: Enactment Of Plans/observation/initial Reflectionsmentioning

confidence: 99%

Teaching elementary science methods to women: A male professor's experience from two perspectives

McGinnis

Pearsall

1998

J. Res. Sci. Teach.

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This is an action research study using an N of one (a case study) from the theoretical stance of symbolic interaction. This study of one male science education professor's experience teaching elementary science methods to females is told from two perspectives: the perspective of the professor and of a female coresearcher. In this study, the coresearchers present their perspectives of studying the gender difference between the male professor and his female elementary science method students and the attempts he makes to implement gender inclusive pedagogy. Discussion focuses on what each has learned through this study of examining the professor's practice as he takes action to improve the teaching and learning in his science method classes predominately populated by women. A key implication from this study is the assertion that male science methods professors have a special obligation to break the cycle of inequity in science teaching and learning for females by taking action to foster a female-friendly classroom climate and to encourage females to become engaged in class conversations and activities. However, professors should be aware that both female and male elementary teachers socialized in a system privileging men may not value efforts, or may even actively resist efforts to promote gender-inclusive science education during science methods. © 1998 John Wiley & Sons J Res Sci Teach 35: 919-949, 1998. This study of one science education professor's experience teaching elementary science methods to women is told from two perspectives: the perspective of the male college professor and of his female coresearcher. In both perspectives, the teacher candidate voices in the professor's science methods class are instrumental in constructing insights. Like many studies of teaching, this study offers the promise of providing insight into current teaching practice in one specific case and into understanding the larger cultural context in which it is embedded. Purpose and Relevant BackgroundIn this study, the gender difference between the male professor and his female elementary teacher candidates was of prime interest. A preponderance of research documents the persistent underrepresentation of women in science coursework and careers. A corresponding body of literature seeks to document the role of precollegiate science courses on female participation and JOURNAL

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Connected Education for Women

Cited by 20 publications

References 4 publications

The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning

The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning

Implicit theories, epistemic beliefs, and science motivation: A person-centered approach

Teaching elementary science methods to women: A male professor's experience from two perspectives

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