A Meaningful Meaninglessness: Canadian University Culture as Gendered and Class-Based Privilege

Autor/inn/en	Horsman, Melissa Rae; Cormack, Patricia
Titel	A Meaningful Meaninglessness: Canadian University Culture as Gendered and Class-Based Privilege
Quelle	In: Gender and Education, 30 (2018) 1, S.119-133 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2016.1170764
Schlagwörter	Gender Differences; Foreign Countries; Alienation; Rape; Sexual Harassment; Sexuality; Student Attitudes; Interviews; Story Telling; Antisocial Behavior; Educational Trends; Computer Mediated Communication; Bullying; Social Class; Social Differences; Violence; Self Concept; Universities; College Students; Canada + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Ausland; Entfremdung; Sexueller Missbrauch; Sexuelle Gewalt; Vergewaltigung; Sexuelle Belästigung; Sexualität; Schülerverhalten; Interviewing; Interviewtechnik; Bildungsentwicklung; Computerkonferenz; Mobbing; Social classes; Soziale Klasse; Sozialer Unterschied; Gewalt; Selbstkonzept; University; Universität; Collegestudent; Kanada
Abstract	Recent Canadian university student misbehaviour (rape chants, harassment, sexual assault, and anti-social media posts) has garnered much attention in the media and from university administrations. Most research concerned to address these issues focuses on sexual attitudes, gender, and party culture. In this study, we analyse student interviews from a narrative perspective and find that students use storytelling devices to construct a gendered, but also class-based, division of self into two parts: university life that "does not count" and post-university life that "counts" in terms of choices and actions. We called this construction a "meaningful meaninglessness". We conclude with a consideration of the meaning of the university in general and how current trends in education may contribute to student alienation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01