Drawing from critical race feminism, this article discusses how Black girls in the PreK–12 public school system are disregarded and made invisible within educational policy discourse, implementation, and school reform. Authors analyze educational policies, including the Every Student Succeeds Act, and suggest that the continued failure of legislation to address the intersectional identities of Black girls contributes to racial and gender disparities in school discipline.
This chapter analyzes retrospective interviews with Black LGBTQ college students discussing how their racial and LGBTQ identities intersected in high school. The complex analysis shows the difficulties schools had recognizing the intersections between support for racial equity and LGBTQ-related equity.
This study explores how student health directors at HBCUs promote policies and practices that are attuned to the health of their gay and lesbian students. It explores the conditions that are developed to cultivate student health centers that not only address students’ physical health, but also reaffirm these students.
This article reports findings from a comparative case study that examined how teachers who held strong intentions to support lesbian, gay, bisexual, transgender and queer (LGBTQ) students facilitated classroom discourse about LGBTQ identity.
This article examines how a Gay-Straight Alliance (GSA) endeavored to build its school as an inclusive environment open to students of different sexual orientations. Focusing on the semiotic dimension of spatial production, this article investigates how a conflict over a sign on the GSA’s bulletin board functioned as one front in an ongoing struggle to produce the school’s main hallway as a particular kind of space.
Using a national sample, this study uses multilevel modeling to understand how self-reported levels of academic engagement differ between women who attend single-sex and coeducational high schools.
Research on integration processes still has a national focus. This article compares the school careers of children of Turkish immigrants across Germany and the Netherlands, indicating that their educational position differs significantly in the two countries. The national context works out differently not only for the group as a whole but also for men and women. The article explores these differences and provides some clues about the factors that determine them.
This article examines reasons underlying the professional entry of African American women teachers who participated in two separate qualitative studies. Study findings suggest that for some Black women teachers, teaching is more than a vocational choice, but rather a decision related to intergenerational connections, communities, and cultural work.
In light of grades’ instrumental, motivational, and symbolic saliency in students’ school experience, this investigation focuses on gender differentials in sense of justice about grades, comparing high school students in two educational settings: Israel and Germany. Despite the strong norm of equitable distribution of grades, the pattern of results suggest that gender plays a role in both the allocation of this reward and the judgment of fair distribution, therefore affecting students’ sense of (in)justice. Similarities as well as certain differences in the comparison of sense of justice of Israeli and German boys and girls are discussed in light of system-specific features.
This study uses data from a 10-year longitudinal study to explore how women graduates of a liberal arts college experience the gendered construction of teachers and teaching as they make life and career choices.
This exploratory study finds that the addition of a measure of boys' social anxiety significantly enhances the statistical explanation of self-concept.
The purpose of this study was to examine the relationship between school-wide gender equity efforts and seventh grade girls' and boys' educational outcomes and psychological functioning.
This grounded theory of feminist transformation was derived from an institutional and life history approach. A feminist post-structuralist and cultural theoretical perspective were used to investigate the meaning of transformation for nine feminst scholars. Dialogism, as a distinctive feminist meaning-making system and as an emergent discourse for a new generation of academic feminists were salient aspects of this contextual account of institutional transformation.
This paper draws on data from a group case study of women in higher education management in Hong Kong, Singapore, Malaysia, and Thailand. It investigates culture-specific dimensions of what the Western literature has conceptualized as "glass ceiling" impediments to women's career advancement in higher education.
This study explores the ways that race- and gender-matched role models can provide young people with a greater sense of the opportunities available to them in the world.
The events of September 11, 2001 have prompted a rearticulation of “traditional” masculinity in the United States. This article suggests the consequences of this rearticulation on women, persons of color, and the working class and proposes reasons educators should examine masculinity and terror in their classrooms.
This article contrasts the discourses of teen pregnancy articulated by low-income women in an urban high school with those of the media to suggest that educators and policy-makers rethink the “problem” of teen pregnancy.
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.
Using data collected ethnographically, this article explores the gender and race work accomplished in a sexuality program in an urban magnet school. Implications for school based sexuality curricula are considered.
This article explores what may motivate people from privileged groups to support social justice and provides educational strategies that address these different sources of motivation.
This essay explores the relationship between feminist pedagogical theory and the student-centered legacy of progressive education.
This study focuses on the ways in which four adolescent girls learn, through fashion, to desire and create a normalized image of the perfect woman.
The author evaluates and extends the literature demonstrating that gender differences on standardized tests of quantitative reasoning may reflect underlying differences in cognitive processing that might be explained in part by socialization patterns inherent in American culture.
By examining adolescents' conceptions of how fairly they are treated in school, the authors explore broader social issues concerning the way schools serve student socialization functions in a democratic society; a preliminary method for investigating gender differences in students' judgements of fairness regarding their school experiences is also provided.
In this chapter we look at female experience and development from
latency to adulthood on its own terms, not as a derivative of the experience
and development of males.
This article draws on new social-scientific research on masculinity to develop a framework for understanding gender issues in the education of boys.
The central thesis of this article is that professionalization projects, such as those endorsed by normal schools and schools of education, contributed to vertical and horizontal divisions of labor by constructing differing views of professionalization, which became associated with and gave institutional support to gendered assumptions about women and teaching in general.
This article defends race and gender-based affirmative action against recent attacks by liberals and conservatives. It argues that a need-based approach is not an adequate substitute for the present practice.
The historical, social, and political context
of women’s experience in science serves to challenge the stereotype that girls “historically?
have had a difficult time in math and science.
The intent of this article is twofold: (1) to analyze data on demographic trends in the growth of the African-American teaching force in the South from 1890-1940, highlighting, in particular, the significant feminization of the black teaching corps that took place over this period; and (2) to investigate the complex topic of discriminatory salaries for African-American teachers, and to illuminate the African-American perspective on the interrelated issues involved.