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1.
In 1994, Amado Padilla used the phrase ‘cultural taxation’ to describe the extra burden of service responsibilities placed upon minority faculty members because of their racial or ethnic background. In this paper, we expand upon Padilla's work and introduce the concept of ‘identity taxation’ to encompass how other marginalised social identities (such as gender, race and gender, and sexual orientation) may result in additional non-academic service commitments for certain faculty. Using qualitative interviews with faculty members at a large, public university in the Midwest, we examine identity taxation involving gender and the intersection of gender and race to demonstrate how women faculty (in general) and women of colour (specifically) feel their gender and racial group memberships influence their experiences in academia. 相似文献
2.
Runa Brandal Myklebust 《British Journal of Sociology of Education》2019,40(2):254-268
Given the ambition to decrease gender segregation in higher education, it is essential to understand the considerations made by the gender minority in segregated fields of study. This article interprets the resistance met by girls choosing gender-untypical paths, and analyses how they explain and justify such choices. The context of Norway provided both the framework for the study and a lens for understanding the girls’ experiences. Interview data show how the girls understand their own and others’ educational choices in light of ideas of gender equality. Arguably, claiming to be ‘one who dares’, and anchoring their choices in egalitarian ideals, strengthened their motivation in the face of resistance. Furthermore, the resistance was not rooted in stereotypes around competence but based on gender role expectations. This suggests that cultural beliefs about women as primarily caretakers, and the notion that appearance relates to educational choices, are more resistant to change than stereotypes about women and technical competence. 相似文献
3.
Melanie Walker 《Cambridge Journal of Education》2018,48(1):123-139
This paper considers ways to theorise aspirations in terms of capabilities and agency to function as human beings, as well as our resources to act and participate in this world using a South African case of women students’ aspirations. In this analysis higher education should foster women’s freedom as critical agents to make genuine choices about their lives and futures, including being able to engage critically with gender norms. The paper thus explores critical agency, together with aspirations – the goals one wants to reach in the future – that indicate which capabilities are valued and which could unlock critical agency. However, the paper also considers the ambiguities generated by the persistence of gender norms and the way these may work in higher education cultures to constrain what women have reason to value and hence their capabilities and achievements. 相似文献
4.
卢宁 《语文学刊:高等教育版》2008,(2):58-62
性别研究是社会语言学研究的重要组成部分,本文通过分析美国流行情景喜剧《老友记》中男性与女性如何以不同方式使用涉性幽默来达到不同目的及其幽默运用所获得的不同结果,得出初步结论：一部分与女性有关的性别刻板印象在当代社会已不适用。 相似文献
5.
Leila Selimbegovi&#x; Mia Karabegovi&#x; Mirta Blaev Josip Buru&#x;i&#x; 《Psychology in the schools》2019,56(10):1614-1632
On the basis of the expectancy‐value theory of achievement, this paper aims to examine the relative contributions of gender‐stereotype endorsement and gender identification on expectancies for success in STEM fields. In a sample of 880 Croatian primary school pupils of approximately 12 years of age, stereotyped beliefs about gender‐appropriateness of STEM‐related professions (stereotype endorsement) and self‐perception as a typical representative of one's gender (gender identification) were first assessed. Participants also reported their expectations for success in each of the STEM‐related professions previously used for establishing stereotype endorsement. Stereotype endorsement and gender identification separately interacted with gender to predict expectancies for success in STEM‐related professions. Higher levels of stereotype endorsement and gender identification fostered stereotype‐consistent expectancies for success in STEM fields (higher expectancies for boys than for girls). Implications are discussed in terms of strategies to encourage girls to engage in STEM‐related careers. 相似文献
6.
Kay A. Chick Rose Ann Heilman-Houser Maxwell W. Hunter 《Early Childhood Education Journal》2002,29(3):149-154
Research has shown that gender role development is socially constructed and learned from birth. In this study, the impact of child care and the interactions that take place there are examined, with a focus on gender behavior and stereotypes. Observation data and analysis are presented. Themes representing gender stereotypes and the breaking of gender barriers are examined, and the role that caregivers can play in the fostering of gender-fair behaviors is discussed. 相似文献
7.
张丽莉 《淮南师范学院学报》2011,13(4):90-92
性别差异指男女两性在心理学方面的不同特点。男女两性不仅存在着生理方面的差异,在心理发展的许多方面也同样客观地存在着一些差异,尤其在性格和行为方式及情感表达等方面差异较为明显。性别差异的形成在更大程度上取决于社会文化因素而非生理因素,必须采取有效的教育措施,使个体的发展既具有男女之共性,也具有男女之个性;既要摆脱性别角色标志的束缚,又不失性别本色。 相似文献
8.
Daniel Neyland Claire Surridge 《Perspectives: Policy and Practice in Higher Education》2013,17(1):9-13
The understanding of gender inequality for women entering work has not been subject to significant research or theorizing. This small study indicated that young women entering the workplace are subject to direct discrimination and by using an intersectionality approach this paper proposes that the intersection of gender and young age results in women being identified as the out-group, stereotyped and subjected to micropolitics. This paper also argues that the continued unequal power relations in organizations ensures that equality and diversity policies do not change the individual non-conscious processes that take place that allow the continuation of the glass ceiling. 相似文献
9.
Karlin S. Evans 《Early Childhood Education Journal》1998,26(2):83-87
Research has indicated a gender disparity in early education environments. This disparity has been recognized in terms of the student–teacher interaction, the differing types of play fostered, the varying use of praise and gender-specific messages, and the stereotypical messages evident in children's literature or play materials. The purpose of this article is to outline areas within a classroom that prospective teachers or childcare providers can update to reflect a more gender-fair environment. Suggestions for assessing classrooms for an antibiased environment are also offered. 相似文献
10.
The purpose of this study was to evaluate the gender stereotypes endorsed by elementary and high school students regarding mathematics and language. We developed a questionnaire allowing students to rate mathematics and language as either male or female domains and administered it to a sample of 984 elementary and high school French‐speaking Canadian students (Grades 6, 8, and 10). Results showed that, with the exception of Grade 6 boys, students did not believe that mathematics was a male domain, or even conceived of mathematics as a predominantly female domain, suggesting that the traditional stereotype favouring boys in mathematics might have changed over the past few years. Moreover, language was clearly viewed as a female domain. Overall, our findings suggest that boys seem to be in need of encouragement in school, especially regarding language, where the advantage given to girls is particularly salient. 相似文献
11.
Nowadays,intercultural communication is no longer an option,but a necessity.However,stereotypes might impact intercultural communication.Therefore,it’ s of significance to overcome stereotypes.This study is designed to find out how some North Americans are stereotyped toward Chinese and help them overcome their stereotypes and help Chinese people understand themselves thus make the communication between these two parts easier. 相似文献
12.
随着我国妇女地位地不断提升,女性形象也愈加频繁地出现在各种媒介上。人们通常认为,媒介形象总是"直接"、"真实"地表现了现实,但社会性别理论却认为媒介塑造的女性形象易从男权角度对性别进行概括和简单的归类,进而使得女性形象模式化、角色定型化。男权文化孕育了媒介模式,媒介模式反过来强化了人们头脑中的男权文化观点,由此形成了受众对女性形象的性别刻板印象的无意识,而受众的性别印象又是媒介表达的动力和来源。在这个过程中,媒介起了强大的作用,因此,媒介应当作为一支独立的力量,承担起改变女性性别误解主要的责任,从而促进和谐发展。 相似文献
13.
Astrid M. C. Jehle;Marleen G. Groeneveld;Tessa M. van de Rozenberg;Judi Mesman; 《European Journal of Education》2024,59(4):e12716
This cross-national European comparison examined gender representation and stereotypes in mathematics and language textbooks from Germany, Italy, Lithuania, the Netherlands and Romania. The results showed that female characters were numerically underrepresented. Female characters were also less often a main character or individually portrayed compared to male characters, but not proportionally to the overall lower number of female characters. Characters in occupational roles were less often female than male, whereas among characters with gender non-conform characteristics, these were more often female than male in some textbooks. There was no sexual diversity among characters. The differences in gender representation are found within each country, but gender differences were smaller in more gender-egalitarian countries. If textbooks are to offer the same learning benefits to both boys and girls, students should be equally represented in a diversity of roles and occupations. 相似文献
14.
汪涛 《牡丹江教育学院学报》2011,(5):87-89
人们在辨认、理解和认同一些社会现象时,往往会受到长期以来形成的认识传统的影响。而在当今社会,人们的思维和认识传统的形成又和杂志、互联网、广播、影视等大众传播媒介的影响密不可分。本文通过对媒体中的性别角色定型现象的分析和对一份大学生调查问卷的研究,分析了大众传播媒介中的性别歧视现象,考察了年轻人对待传媒的性别角色定型现象的态度以及他们对这种现象的敏感性,进而阐述了媒介研究的重要性。 相似文献
15.
朱长青 《福建教育学院学报》2011,12(1):83-86
教材中的性别偏见一直为国内外许多学者所关注。本文以中外教育专家合作编写的《仁爱版英语》教材为研究对象,对教材中两性出现的频次,男女公众人物的不同数量,性别角色,和带有性别色彩的内容进行统计和分析,发现教材中仍然存在性别不平等与性别刻板现象,并对政府部门、编写者和教师提出一些建议。 相似文献
16.
课堂中的“性别刻板印象”分析 总被引：1，自引：0，他引：1
性别刻板印象的普遍性和牢固性成为影响女性潜能发挥的因素之一。在此基础上,本文分析了课堂中性别刻板印象,继而从后现代女性主义教育学的独特视角提出解决这一现象的对策。这一研究有利于对女性教育意识的提高,同时也有利于我国有效课堂教学的进行。 相似文献
17.
Kalwant Bhopal 《British Journal of Sociology of Education》2020,41(6):807-816
AbstractThis article explores how White privilege and a hierarchy of oppression have resulted in competing identities in which gender has been given greater importance compared to race. I argue that the sociology of education needs to adopt an intersectional approach that travels in different directions if it is to remain valid. The article examines how gender, perpetuated by White privilege, continues to play a key role in the positioning of Black and minority ethnic staff, students and pupils within a range of stereotypes that operate to marginalise their life trajectories. The article argues that if sociologists of education are unwilling to challenge White privileged populist discourses and their own positions of White privilege, then they will become complicit in maintaining a socially unjust status quo. 相似文献
18.
Nurdiana Gaus Nasrullah Larada Syakir Jamaluddin Muhammad Azwar Paramma Abdul Karim 《Higher Education Quarterly》2023,77(4):693-708
Drawing on the expectation state theory, this paper seeks to analyse the social cognitive process of the impacts of gender stereotypes along with their culturally derived schemas of status belief, status characteristics and emotion at the early stage of women's endeavour to emerge as leaders in academia. Employing a convenience sampling and interviews held with five women academic participants from three public and private universities in the western region of Indonesia, this research reveals that two social cognitive practices affect women's endeavour to emerge as leaders; (1) the incongruities of cultural and cognitive expected status belief and status characteristics about females with the expected performance of leadership. The pervasive effect of these can be mitigated when women adopt a strategy of neglection, coupled with a strategy of networking both via their own networks and their husband's networks; (2) the incongruities of cultural and cognitive expected ways of emotional expression on women with the expected performance of leadership. This impacts the status conferral that shapes the worthiness of females to emerge as leaders, leading female leaders in our study to build a protective shield of emotion display to keep them perceived as worthy individuals for leadership roles. 相似文献
19.
靳晓磊 《内蒙古师范大学学报(哲学社会科学版)》2013,(4)
对性别角色的演变过程进行了总结和回顾,并通过对影响性别角色形成的因素进行总结。强调个体应根据情景,有弹性的表现男性特质和女性特质,打破性别角色刻板印象的束缚,从而使得个体能够最大自由的发挥所长。 相似文献
20.
Kirsten Locke 《International Studies in Sociology of Education》2015,25(3):169-182
This paper utilises the conceptual lens of intersectionality to explore gendered academic career trajectory in the context of one participant’s challenge to a normative reading of the link between her private life and its relation to a ‘successful’ academic career. The paper then charts the recalibrations that needed to take place to ensure certain sociocultural categories and intersections were not privileged over others. Finally, the paper then utilises the concept of intersectionality as a metaphor with which to view the intersecting and reflexive relationship between the interviewer, the interviewee and the performative event of the interview process. 相似文献