‘Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations 1
‘Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations 1
复制标题
“不少女、不性感、不妖媚”：小学生与家长的科学理想建构1
DOI：
--
复制
发表时间：
2013
期刊：
影响因子：
--
通讯作者：
B. Wong
中科院分区：
文献类型：
--
作者：
L. Archer;J. DeWitt;J. Osborne;J. Dillon;B. Willis;B. Wong
在国际上，人们普遍关注需要增加对科学（特别是物理科学）的参与，特别是在女孩/妇女中。这篇论文利用了一项对10 - 14岁儿童的科学抱负和职业选择进行的为期五年的纵向研究的数据，以探索为什么许多女孩甚至在很小的时候就认为科学抱负“不适合我”。我们讨论了第一阶段的数据——对9000多名小学生（10/11岁）的调查和对92名儿童和78名家长的采访，特别关注那些没有科学抱负的女孩。使用女权主义后结构主义的分析镜头，我们认为，对这些女孩来说，科学的抱负在很大程度上是“不可想象的”，因为它们既不符合她们对理想/可理解的女性气质的建构，也不符合她们作为学习者/学生的自我意识。我们认为，科学事业的基础结构是“聪明”/“聪明”，“不培养”和“极客”，这与女孩的“正常”，“少女”，“关心”和“积极”的自我认同相反。此外，我们认为社会不平等加剧了这种不匹配，这使得科学抱负对工人阶级女孩来说尤其难以想象。论文最后讨论了增加女性参与STEM（科学、技术、工程和数学）的潜在影响。
Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10–14-year-old children’s science aspirations and career choice to explore the reasons why, even from a young age, many girls may see science aspirations as ‘not for me’. We discuss data from phase one – a survey of over 9000 primary school children (aged 10/11) and interviews with 92 children and 78 parents, focusing in particular on those girls who did not hold science aspirations. Using a feminist poststructuralist analytic lens, we argue that science aspirations are largely ‘unthinkable’ for these girls because they do not fit with either their constructions of desirable/intelligible femininity nor with their sense of themselves as learners/students. We argue that an underpinning construction of science careers as ‘clever’/‘brainy’, ‘not nurturing’ and ‘geeky’ sits in opposition to the girls’ self-identifications as ‘normal’, ‘girly’, ‘caring’ and ‘active’. Moreover, we suggest that this lack of fit is exacerbated by social inequalities, which render science aspirations potentially less thinkable for working-class girls in particular. The paper concludes with a discussion of potential implications for increasing women’s greater participation in STEM (Science, Technology, Engineering and Mathematics).
英国学校科学教育存在危机吗？
影响因子：
3.3
作者：
Smith E
通讯作者：
Smith E
女性进入科学和工程领域？
影响因子：
2.3
作者：
Smith E
通讯作者：
Smith E