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Television as a potential tool for g...

Johnson, Jennifer Leigh.

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Television as a potential tool for gender equity in Mexican Telesecundarias classrooms: A case study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Television as a potential tool for gender equity in Mexican Telesecundarias classrooms: A case study./
Author:	Johnson, Jennifer Leigh.
Description:	201 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4415.
Contained By:	Dissertation Abstracts International64-12A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3116721
ISBN:	0496641544

Television as a potential tool for gender equity in Mexican Telesecundarias classrooms: A case study.
Johnson, Jennifer Leigh.

Television as a potential tool for gender equity in Mexican Telesecundarias classrooms: A case study. - 201 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4415.

Thesis (Ph.D.)--University of Southern California, 2003.

This dissertation was based on a case study on the use of television in secondary school classrooms and its potential for gender-equitable schooling. Mexico has a secondary school system, Telesecundaria, using TV lessons as a learning component. These schools are typically located in rural areas and communities that do not have access to regular secondary schools. Three eighth-grade classrooms were observed over a period of five months in a small town in Central Mexico. The study was framed within critical and feminist theories, using observations, unstructured interviews, and supplementary material. The goal was to create a descriptive account of the day-to-day experience inside a typical eighth-grade Telesecundaria classroom, particularly paying attention to gender identity. The primary focus was on how gender roles and expectations were represented in TV lessons and textbooks; then how these representations were reflected, reinforced, or resisted within the classroom context. Findings indicated that while TV lessons and textbooks showed gender-equal representations---that is, males and females were depicted in equal numbers, doing similar activities---these images were not gender-equitable. The images did not challenge the status quo of traditional gender roles, nor did they encourage critical reflection of gender inequities in society-at-large. Rather, equal representations, while better than offering sexist content, did not promote critical questioning of gender roles concerning the lack of female-created knowledge in the course content, or the inequitable situation of women in Mexico and elsewhere. Therefore, teachers, parents, and students reinforced traditional gender inequities through their everyday actions in the classroom context.

ISBN: 0496641544Subjects--Topical Terms:

539262
Education, Secondary.

Television as a potential tool for gender equity in Mexican Telesecundarias classrooms: A case study.
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100 1 $a Johnson, Jennifer Leigh. $3 1929332
245 1 0 $a Television as a potential tool for gender equity in Mexican Telesecundarias classrooms: A case study.
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4415.
500 $a Adviser: Nelly Stromquist.
502 $a Thesis (Ph.D.)--University of Southern California, 2003.
520 $a This dissertation was based on a case study on the use of television in secondary school classrooms and its potential for gender-equitable schooling. Mexico has a secondary school system, Telesecundaria, using TV lessons as a learning component. These schools are typically located in rural areas and communities that do not have access to regular secondary schools. Three eighth-grade classrooms were observed over a period of five months in a small town in Central Mexico. The study was framed within critical and feminist theories, using observations, unstructured interviews, and supplementary material. The goal was to create a descriptive account of the day-to-day experience inside a typical eighth-grade Telesecundaria classroom, particularly paying attention to gender identity. The primary focus was on how gender roles and expectations were represented in TV lessons and textbooks; then how these representations were reflected, reinforced, or resisted within the classroom context. Findings indicated that while TV lessons and textbooks showed gender-equal representations---that is, males and females were depicted in equal numbers, doing similar activities---these images were not gender-equitable. The images did not challenge the status quo of traditional gender roles, nor did they encourage critical reflection of gender inequities in society-at-large. Rather, equal representations, while better than offering sexist content, did not promote critical questioning of gender roles concerning the lack of female-created knowledge in the course content, or the inequitable situation of women in Mexico and elsewhere. Therefore, teachers, parents, and students reinforced traditional gender inequities through their everyday actions in the classroom context.
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