The Relevance of Ethnicity, Class, and Gender in Children's Peer Negotiations

Goodwin, Marjorie Harness

doi:10.1002/9780470756942.ch10

Cited by 22 publications

(13 citation statements)

References 52 publications

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“…Although gender has been recognized to interact with other aspects of social identity, such as class, age, and culture, most feminist linguists analyze the language of Western, middle class women (but see Bucholtz 1996;Mendoza-Denton 2004;Goodwin 2005).…”

Section: The Present Studymentioning

confidence: 99%

On the culture-specificity of linguistic gender differences: The case of English and Russian apologies

Ogiermann

2008

Intercultural Pragmatics

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The present paper analyzes the influence of gender and culture on speech act performance. Although culture as a factor shaping gender roles can be regarded as being implicitly addressed by the growing number of speech act studies analyzing gender differences in various languages, results from such studies are difficult to compare. This study examines responses to offensive situations produced under identical contextual conditions by English and Russian women and men, thus ensuring comparability across groups and allowing for statements on the culture-specificity of linguistic gender differences. The first part of the paper offers a contrastive analysis of English and Russian responses to offensive situations, sketching some culture-specific differences in dealing with them. The second part is devoted to an investigation of gender-based differences in English and Russian, their comparison and interpretation. Apart from apology strategies and intensifying devices, the study also examines the use of downgrading strategies and the effect of strategy combinations on the illocutionary force of the responses.

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Section: The Present Studymentioning

confidence: 99%

On the culture-specificity of linguistic gender differences: The case of English and Russian apologies

Ogiermann

2008

Intercultural Pragmatics

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“…Much of the work in this area has, therefore, tended to focus on the rules that organise the structure of conversations rather than on the participants and the relationships between them. In contrast, more qualitative approaches to conversational behaviour, such as discourse analysis (GUMPERZ 1982;EGGINS and SLADE 1997) and more ethnographic approaches (GOODWIN 1990(GOODWIN , 2003, have tended to focus on the role of verbal exchanges in mediating relationships or prosecuting disputes, emphasising the kinds of locutions and responses that occur at the expense of the structural patterning of conversations.…”

Section: Introductionmentioning

confidence: 99%

“…Although this so-called "Separate Worlds Hypothesis" (MALTZ AND BORKER 1982;see also WHITING AND EDWARDS 1988;LEAPER 1994) has been criticised on the grounds that it reflects a mainly white Euro-American perspective (GOODWIN 2003), and overlooks the fact that women's conversational exchanges can be decidedly aggressive under some circumstances (GOODWIN 2003;see also CAMPBELL 1995see also CAMPBELL , 2002, there remains a sense in which men's and women's conversations can usefully be viewed as differing in typical style even if these styles are not completely mutually incompatible. There is, for example, much evidence to suggest that men, rather than women, talk more in public situations (for reviews, see SPENDER 1980; COATES 1993) as well as a general tendency towards female passivity in conversational situations when males are present (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…The contrasting patterns of cooperative versus competitive events in male-male, male-female and female-female conversational dyads allow us to ask whether the resulting patterns in mixed-sex conversations are more characteristic of femalefemale conversations or male-male conversations. While it may be that there are cultural differences in conversational style (GOODWIN 2003), our concern here is explicitly with what happens in a European cultural environment, where the "separate worlds" model appears to be a reasonable description of normal conversational behaviour.…”

Section: Introductionmentioning

confidence: 99%

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The structure of dyadic conversations and sex differences in social style

Grainger¹,

Dunbar²

2009

Journal of Evolutionary Psychology

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Abstract. Verbal and non-verbal vocal cues of co-operation and competition were assessed in 120 freely-formed dyadic conversations. In line with previous research, female/female dyads were found to be the most cooperative. However, in female/female conversations, cooperation decreased, and non-verbal competition increased, when males were present. Male/male conversation did not exhibit significant changes in style when a female audience was present. Mixed-sex conversations showed evidence of compromise between the two conversational styles; however, females were still significantly more cooperative in conversational style than males, and males exhibited higher levels of verbal competitiveness than females.

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“…Depois de tudo guardado, todos sentaram-se no centro da sala e ela disse: -Parece que vocês não têm educação?! Ó, vou contar a história das letras e vocês já não souberam me falar das letras quando eu perguntei na televisão 1 (Caderno de campo -18/11/2009 -meus grifos Essas articulações ocorridas na pré-escola produziram relações de alteridade e identidade (BARALDI, 2008b;GOODWIN, 2004). A identidade foi percebida nas interações e disposições sociais adquiridas e compartilhadas na cultura da qual as crianças fazem parte.…”

Section: As Crianças E a Instituição Escolar: Relações De Força Interunclassified

Particularidades da infância na complexidade social: um estudo sociológico acerca das configurações infantis

Gomes¹

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A infância e a atuação das crianças na sociedade nem sempre foram objeto de interesse por parte dos pesquisadores dos campos da sociologia e da educação, mas os processos de socialização foram estudados com afinco. Esta tese não trata dos modos de socializar as crianças, mas da forma como elas socializam-se e interagem nos seus espaços sociais. O objetivo principal é compreender como, em um determinado grupo de crianças, suas ações estiveram articuladas às instâncias da mídia, da escola e da família com o intuito de explicitar, através da prática, a necessidade de um diálogo pertinente entre as teorias de socialização e as teorias da sociologia da infância. Assim sendo, esta pesquisa está fundamentada em quatro pilares: a estrutura institucional, a agência das crianças, a história da infância e das crianças e os sentidos produzidos por elas na atualidade. A estrutura das instituições -família, escola e mídia -representa um elemento central para a análise das ações infantis, pois as crianças nascem em um contexto histórico-cultural e precisam aprender a se orientar e a entender as regras e os valores construídos pela sociedade. As crianças, na interação com seus pares e demais indivíduos, atuam e manifestam-se; provocam, de algum modo, modificações na estrutura institucional. Assim, as interações ocorridas entre elas produzem outros sentidos e valores. É, portanto, a análise desses sentidos infantis que oferece a possibilidade de conhecer as conexões indissociáveis e intensas que existem entre as teorias dos processos de socialização e as teorias da sociologia da infância, visto que não há socialização sem participação e atuação, assim como não há regras e normas que não produzam ações. Despite the fact that processes of socialization were always insistently considered as the subject of educational and sociological fields of study, childhood and the acting of children in society not always have been the subjects of researchers. The present dissertation does not deal with the modes by which children are socialized, instead it deals with the ways children socialize themselves and interact in their social spaces. The main goal is to understand how, in a determinate group of children, their actions were articulated with media, school, and family instances with the aim of making explicit, through practice, the need of a pertinent dialogue between socialization theories and the theories of the sociology of childhood. In this case, the present research is based in four pillars: the institutional structure, the children's agency, the history of childhood and children, and the meanings generated by them in the present. The structure of institutions -family, school, and media -represents a central element for the analysis of children's agency, for the children are born in a cultural-historical milieu and they need to learn how to guide themselves and how to understand the rules and the values constructed by the society. The children, in their interaction with their peers and other individuals, act and manifest themselves; ...

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The Relevance of Ethnicity, Class, and Gender in Children's Peer Negotiations

Cited by 22 publications

References 52 publications

On the culture-specificity of linguistic gender differences: The case of English and Russian apologies

On the culture-specificity of linguistic gender differences: The case of English and Russian apologies

The structure of dyadic conversations and sex differences in social style

Particularidades da infância na complexidade social: um estudo sociológico acerca das configurações infantis

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