"We're Supposed to Be Playing Damsels in Distress": Gendered Discourses in a Seventh-Grade Mathematics Classroom

Autor/in	Przybyla-Kuchek, Julia
Titel	"We're Supposed to Be Playing Damsels in Distress": Gendered Discourses in a Seventh-Grade Mathematics Classroom
Quelle	(2023), (258 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-8858-5
Schlagwörter	Hochschulschrift; Dissertation; Grade 7; Mathematics Instruction; Mathematics Achievement; Social Influences; Mathematics Skills; Gender Bias; Equal Education; Educational Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 07; 7. Schuljahr; Schuljahr 07; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sozialer Einfluss; Mathematics ability; Geschlechterstereotyp; Bildungsforschung; Pädagogische Forschung
Abstract	Many approaches have been taken to study gender (in)equities in mathematics education, including studies of students' achievement on standardized tests, participation in postgraduate degrees and careers, participation in the classroom, and students and teachers' mathematics identities. In this dissertation, I used Baxter (2003b)'s Feminist Poststructural Discourse Analysis (FPDA) to consider how broader societal discourses about who can do mathematics and what it means to do mathematics produce effects in a seventh-grade mathematics classroom. I found that the Conceptual/Procedural Discourse operated through several dichotomies, such as the math/pictures dichotomy, to produce participants as more or less mathematically capable. The Conceptual/Procedural discourse was gendered as some White male students were subjected into positions such as "Albert Einstein," "math professor," and "helper" when no other students were unable to achieve such a positioning, despite their participation in the same discursive practices. Additionally, I found the FPDA methodology to be useful for future mathematics education research to study gender equity through macro-level discourses operating in the localized spaces of mathematics classrooms. Future research should consider how the Conceptual/Procedural Discourse operates in a variety of classroom settings, the intersection of gendered and racialized discourse, and should consider what other discourses operate to produce students as more or less mathematical. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01