Gender and achievement: are girls the "success stories" of restructured education systems?
Gender and achievement: are girls the "success stories" of restructured education systems?
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性别与成就：女孩是重组教育体系的“成功故事”吗？
DOI：
10.1080/00131910903469536
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发表时间：
2010
影响因子：
3.3
通讯作者：
Skelton C
中科院分区：
文献类型：
--
作者：
Skelton C
有一种普遍的看法认为，女孩的学业成功意味着她们在课堂上采取了以前与男孩有关的性别表现。然而，对教室的研究表明，即使在成绩最好的学生中，女孩也对学习成绩感到焦虑，并关心她们与其他学生的关系。本文提供了一个解释，如何性别化的课堂期望和表现的女孩已经从“失败”到“胜利”没有任何实际的改变行为。教育政策和性别理论对此作出了解释，但这里的讨论重点是这些对学校、课堂实践和教师的影响。这样做的原因是关注女性主义写作应该更紧密地与教师的日常生活联系起来。
There is a popular perception that girls’ academic success means that they have taken up the kinds of gender performances in the classroom previously associated with boys. However, research into classrooms show that, amongst even the highest achieving pupils, girls are anxious about doing well and concerned about their relationships with other pupils. This paper offers an explanation as to how gendered classroom expectations and performances of girls have been translated from “failure” to “victory” without any actual change in behaviours. The explanation for this is located in education policy and gender theory but the discussion here focuses attention on the implications of these for schools, classroom practices and teachers. The reason for doing so is a concern that feminist writing should engage more closely with the daily lives of teachers.