東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Change and tradition: Gender identit...

Resnick, Jerelyn.

Linked to FindBook

Google Book

Amazon

博客來

Change and tradition: Gender identity construction of adolescent girls under the influence of the hidden curriculum.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Change and tradition: Gender identity construction of adolescent girls under the influence of the hidden curriculum./
Author:	Resnick, Jerelyn.
Description:	286 p.
Notes:	Chair: Nathalie Gehrke.
Contained By:	Dissertation Abstracts International63-08A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3063005
ISBN:	0493815457

Change and tradition: Gender identity construction of adolescent girls under the influence of the hidden curriculum.
Resnick, Jerelyn.

Change and tradition: Gender identity construction of adolescent girls under the influence of the hidden curriculum. - 286 p.

Chair: Nathalie Gehrke.

Thesis (Ph.D.)--University of Washington, 2002.

The purpose of this research was to explore the relationship of gender identity construction to the hidden curriculum, which is the distinction between the curriculum as a planned experience and what students actually experience. Six ninth grade girls and five staff and faculty members were interviewed at a large urban Pacific Northwest high school. Observations were carried out in classrooms and the school environment. Data were analyzed with grounded theory methods. The research questions were: (1) What is the nature of the hidden curriculum of gender identity that adolescent girls encounter in the public high school context? (2) What are the perceived influences of the hidden curriculum on adolescent girls' gender identity construction? There are explicit and hidden messages about appropriate male and female gender roles that are perceived by all students, messages that are perceived by girls in general, and those perceived by girls who differ from the white middle class mainstream by race and class. Each of these sets of messages is progressively more limiting, and increasingly contradicts the school focus on whole person development and academic and career achievement for all. Propositions grounded in the data were generated about the relationship between gender identity construction, social reproduction and the hidden curriculum. (1) Gender identity is a complex social construct and process developed through individual adaptation to the influences in a person's life. Influences derive from the hidden curriculum, personal factors, and socio-cultural and family and community messages. (2) A wider range of possibilities for girls is promoted by implicit and explicit school messages. This New Girl Image contains traditional expressive traits and a new focus on instrumental traits, reproducing the current socio-cultural image of middle class white women's roles. Social reproduction maintains racial and class stratifications and distinctions. (3) The school staff, faculty and mainstream students do not see whiteness and lack an understanding of their own white privilege. Race, class and gender are seen as independent aspects of individual's identities rather than as interdependent elements within a whole person. Minorities and immigrants are not encouraged to develop as whole persons who are raced, classed and gendered.

ISBN: 0493815457Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Change and tradition: Gender identity construction of adolescent girls under the influence of the hidden curriculum.
LDR:03324nam 2200289 a 45 001 937959
005 20110511
008 110511s2002 eng d
020 $a 0493815457
035 $a (UnM)AAI3063005
035 $a AAI3063005
040 $a UnM $c UnM
100 1 $a Resnick, Jerelyn. $3 1261815
245 1 0 $a Change and tradition: Gender identity construction of adolescent girls under the influence of the hidden curriculum.
300 $a 286 p.
500 $a Chair: Nathalie Gehrke.
500 $a Source: Dissertation Abstracts International, Volume: 63-08, Section: A, page: 2783.
502 $a Thesis (Ph.D.)--University of Washington, 2002.
520 $a The purpose of this research was to explore the relationship of gender identity construction to the hidden curriculum, which is the distinction between the curriculum as a planned experience and what students actually experience. Six ninth grade girls and five staff and faculty members were interviewed at a large urban Pacific Northwest high school. Observations were carried out in classrooms and the school environment. Data were analyzed with grounded theory methods. The research questions were: (1) What is the nature of the hidden curriculum of gender identity that adolescent girls encounter in the public high school context? (2) What are the perceived influences of the hidden curriculum on adolescent girls' gender identity construction? There are explicit and hidden messages about appropriate male and female gender roles that are perceived by all students, messages that are perceived by girls in general, and those perceived by girls who differ from the white middle class mainstream by race and class. Each of these sets of messages is progressively more limiting, and increasingly contradicts the school focus on whole person development and academic and career achievement for all. Propositions grounded in the data were generated about the relationship between gender identity construction, social reproduction and the hidden curriculum. (1) Gender identity is a complex social construct and process developed through individual adaptation to the influences in a person's life. Influences derive from the hidden curriculum, personal factors, and socio-cultural and family and community messages. (2) A wider range of possibilities for girls is promoted by implicit and explicit school messages. This New Girl Image contains traditional expressive traits and a new focus on instrumental traits, reproducing the current socio-cultural image of middle class white women's roles. Social reproduction maintains racial and class stratifications and distinctions. (3) The school staff, faculty and mainstream students do not see whiteness and lack an understanding of their own white privilege. Race, class and gender are seen as independent aspects of individual's identities rather than as interdependent elements within a whole person. Minorities and immigrants are not encouraged to develop as whole persons who are raced, classed and gendered.
590 $a School code: 0250.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Sociology of. $3 626654
650 4 $a Women's Studies. $3 1017481
690 $a 0340
690 $a 0453
690 $a 0727
710 2 0 $a University of Washington. $3 545923
773 0 $t Dissertation Abstracts International $g 63-08A.
790 $a 0250
790 1 0 $a Gehrke, Nathalie, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3063005