Mathematical stories: why do more boys than girls choose to study mathematics at AS‐level in England?
Mathematical stories: why do more boys than girls choose to study mathematics at AS‐level in England?
复制标题
数学故事：为什么在英国选择学习 AS-level 数学的男孩多于女孩？
DOI：
10.1080/0142569042000294192
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发表时间：
2005
影响因子：
2.1
通讯作者：
Heather Mendick
中科院分区：
文献类型：
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作者：
Heather Mendick
在本文中，我解决的问题是：它是如何，人们来选择数学，在什么方式是这个过程中的性别？我借鉴了一项定性研究的结果，该研究涉及对43名在英国义务教育后学习数学的年轻人的采访。在后结构主义框架内工作，我认为性别是一个项目，是在与他人的互动中实现的。通过详细阅读托妮和克劳迪娅的故事，我探讨了从事数学的年轻女性的紧张关系，这是一种被视为男性的东西，同时（可以理解的）被投入到生产自己作为女性。最后，我认为，看到“做数学”作为“做阳刚之气”是一个富有成效的方式来理解为什么数学是男性占主导地位，并期待这种理解的性别和数学改革工作的影响。
In this paper I address the question: How is it that people come to choose mathematics and in what ways is this process gendered? I draw on the findings of a qualitative research study involving interviews with 43 young people all studying mathematics in post‐compulsory education in England. Working within a post‐structuralist framework, I argue that gender is a project and one that is achieved in interaction with others. Through a detailed reading of Toni and Claudia’s stories I explore the tensions for young women who are engaging in mathematics, something that is discursively inscribed as masculine, while (understandably) being invested in producing themselves as female. I conclude by arguing that seeing ‘doing mathematics’ as ‘doing masculinity’ is a productive way of understanding why mathematics is so male dominated and by looking at the implications of this understanding for gender and mathematics reform work.