School Work: Gender and the Cultural Construction of Teaching

Altenbaugh, Richard J.; Biklen, Sari Knopp

doi:10.2307/369413

Cited by 5 publications

(5 citation statements)

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“…I paid attention to their "violence stories" (Burman, 2004), giving them an opportunity to discuss both their feelings and actions. These stories created a certain discourse on youth violence, or socially produced way of talking and thinking about violence (Biklen, 1995;Fiske, 1987Fiske, , 1994.…”

Section: Coding and Analysismentioning

confidence: 99%

“Girls Are Worse”

Waldron

2010

Youth & Society

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This article uses a race-class-gender intersectional approach to analyze qualitative interviews with girls at two public high schools to better understand a common perception that “girls are worse” when it comes to school fights. Several different understandings of why girls fight emerged from the data. On one hand, girls’ perception of face-to-face verbal fights seemed to uphold a normative hegemonic feminine ideology. Girls fought because they were overly emotional and dramatic, or they fought over boys, adhering to a heterosexual script that is consistent with normative femininity. Yet on the other hand, sometimes girls who engaged in fights were also seen as transgressing this hegemonic ideology. They fought because they were “tomboys” or “gay girls,” this latter perception reinforcing a type of homophobic name-calling that was pervasive at the school. Finally, girls who were involved in strictly face-to-face physical fights were often constructed as “ghetto girls,” which highlighted racist stereotypes about violence in these schools. In contrast, girls themselves who had admitted to being in a face-to-face fight seemed to offer an alternative understanding of fighting. They explained fighting as a site of situated agency, where fighting was justifiable in certain contexts, especially when used as an avenue for self-defense or to gain power and respect among their cohorts.

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Section: Coding and Analysismentioning

confidence: 99%

“Girls Are Worse”

Waldron

2010

Youth & Society

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“…This study used a qualitative method. Biklen (1995) states that one of the main characteristics of qualitative research is descriptive, namely the data collected takes the form of words or pictures rather than numbers. Moleong (2007) qualitative study aims to understand the phenomena of what the entire study subject has experienced, and uses various scientific methods through explanations in the form of words and languages in a particular natural context.…”

Section: Methodsmentioning

confidence: 99%

Regional Logistics in Improving the Defense Economy in the Region

Arifin

Saputro

Haetami

2022

JMKSP

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Covid-19 has had an impact not only on health but also on the resilience of the national economy. Learning from the history of war, if we have weapons without food reserves, it will be messy as well as increasing food security to anticipate the impact of disease outbreaks such as Covid-19 which could happen again in the future. The Ministry of Defense is serious about developing the Food Estate Program by reviewing several potential land locations for planting strategic commodities. The plan to develop the "Food Estate" area in Central Kalimantan launched by the President of the Republic of Indonesia Joko Widodo is a collaboration between the Ministry of Defense, the Ministry of PUPR, the Ministry of Agriculture, the Ministry of Environment and Forestry and the Ministry of SOEs. The research method uses descriptive qualitative. The results of the study show that the strength of food security is no less important than the strength of weapons, especially in dealing with the current situation such as the impact of the Covid-19 pandemic. For this reason, Indonesia must have adequate food reserves.

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“…Educators' decisions were influenced by their enlightened perspectives about gender equity or, conversely, gender stereotypes. No doubt, teachers' ideologies arise from experiences in a society that socializes individuals to learn appropriate gender roles early on ~Thorne, 1993; Weitzman, 1975!, and one in which, both in societyat-large and in schools, men occupy positions of higher status and women face constraints due to their gender ~Acker, 1996; Biklen, 1995;Datnow, 1998;Hubbard and Datnow, 2000!. As in coeducational school environments, teachers' ideologies about gender influenced their actions in single gender settings ~Streitmatter, 1999!.…”

Section: Educators Shape Single Gender Public Schools: How Ideologies...mentioning

confidence: 99%

How Context Mediates Policy: The Implementation of Single Gender Public Schooling in California

Datnow

Hubbard

Conchas

2001

Teachers College Record: The Voice of Scholarship in Education

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In this article, we present findings about the implementation of single gender public schooling in California—a movement that signifies a growing interest in school choice and private sector solutions to public education problems. We analyze qualitative data gathered in a study of 12 single gender academies (6 boys; 6 girls). As well-meaning educators responded to California's single gender academies legislation, they designed schools and used resources to address the pressing needs of students in each community, such as low achievement, poverty, or violence, rather than to address gender bias. The impetus for single gender schooling in each context affected the organization, curriculum, and pedagogy in each academy, as did educators’ ideologies about gender. In the end, the politics surrounding the legislation, the resource interests of district and school administrators, and the lack of institutional support for this gender-based reform coalesced to structure the demise of most of the single gender academies. We consider the implications of these findings for the viability of single gender schooling as a public school option.

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School Work: Gender and the Cultural Construction of Teaching

Cited by 5 publications

References 0 publications

“Girls Are Worse”

“Girls Are Worse”

Regional Logistics in Improving the Defense Economy in the Region

How Context Mediates Policy: The Implementation of Single Gender Public Schooling in California

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