Emergent Gender Roles Within Tween Popular Culture: Perspectives From Mexican American Students in a Fifth-Grade Classroom
Emergent Gender Roles Within Tween Popular Culture: Perspectives From Mexican American Students in a Fifth-Grade Classroom
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DOI：
10.1080/15348431.2016.1205990
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发表时间：
2017-01-01
影响因子：
0.9
通讯作者：
Soto-Ramirez, Cynthia
中科院分区：
文献类型：
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作者：
Godina, Heriberto;Soto-Ramirez, Cynthia
本研究探讨五年级墨西哥裔美国学生的信念，新兴的性别角色。我们使用参与观察的方法来进行研究的六个重点学生参与者从一般的五年级人口在位于美国西南部的一所小学。收集的数据包括重点学生访谈，课堂观察和调查的反应。我们包括一个帐户的性别差异独特的墨西哥裔学生。在学校里，学生们通过他们的性别群体规范选择个人阅读文本。虽然学生声称对各种职业有公平的看法，但他们也表现出对性别角色的矛盾行为。学生的影响包括针对青少年消费者的流行玩具、媒体和文学作品。此外，学校的教师仍然没有意识到，而且大多数情况下并不关心学生正在出现的性别观念。结果表明，学生如何刻性别规范从家庭文化习俗中学习。这项研究应该是感兴趣的教师关注批判性识字课堂应用，可以提高认识的复杂性之间的流行文化和新兴的性别信念。
This study examines fifth-grade Mexican American students' beliefs about emergent gender roles. We used participant-observation methodology to conduct research on six focal-student participants selected from the general fifth-grade population at an elementary school located in the Southwestern United States. Collected data included focal-student interviews, classroom observations, and survey responses. We included an account of gender differences unique to students of Mexican descent. At school, students selected personal reading texts through their gender group norms. Although students claimed to have equitable views of various professions, they also revealed contradictory behavior about gender roles. Student influences included popular toys, media and literature targeted for young adolescent consumers. Further, teachers at the school remained unaware and mostly unconcerned about students' emerging gender beliefs. Results indicate how students inscribed gender norms learned from home cultural practices. This study should be of interest to teachers concerned about critical literacy classroom applications which can raise awareness about the complexity of tween popular culture and emergent gender beliefs.