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Masculine theme expressions through ...

Bickford, John H.

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Masculine theme expressions through media production in a seventh grade social studies classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Masculine theme expressions through media production in a seventh grade social studies classroom./
作者:	Bickford, John H.
面頁冊數:	202 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2945.
Contained By:	Dissertation Abstracts International70-08A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3373644
ISBN:	9781109337655

Masculine theme expressions through media production in a seventh grade social studies classroom.
Bickford, John H.

Masculine theme expressions through media production in a seventh grade social studies classroom. - 202 p.

Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2945.

Thesis (Ph.D.)--The University of Iowa, 2009.

This dissertation reports on research into the construction of masculinity in a seventh grade social studies classroom. Historians and social scientists in recent years have identified masculinity as a powerful gender construct, reproduced in every social institution, as well as the most intimate of social interactions.

ISBN: 9781109337655Subjects--Topical Terms:

539262
Education, Secondary.

Masculine theme expressions through media production in a seventh grade social studies classroom.
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245 1 0 $a Masculine theme expressions through media production in a seventh grade social studies classroom.
300 $a 202 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2945.
500 $a Adviser: Bruce R. Fehn.
502 $a Thesis (Ph.D.)--The University of Iowa, 2009.
520 $a This dissertation reports on research into the construction of masculinity in a seventh grade social studies classroom. Historians and social scientists in recent years have identified masculinity as a powerful gender construct, reproduced in every social institution, as well as the most intimate of social interactions.
520 $a As data for this project revealed, boys and girls in a middle school classroom participated in masculinity's construction, which they expressed through what this dissertation identified as six "masculine themes." These six themes are masculinity-through-competition, -domination, -revulsion, -sexism, -racism, and -heteronormativity.
520 $a The dissertation's author identified masculine themes as subjects created and presented projects for the teacher-researcher's social studies unit on media. As subjects prepared their media productions, the researcher observed how subjects combined and personalized what others termed masculine "code" traits into masculine themes. These themes, the researcher found, successfully conceptualized and made "visible" oft repeated forms of masculine expression.
520 $a Masculine themes enabled this researcher to provide refined explanations how boys and girls together reproduced masculinity in the classroom. In Chapters 4 and 5, he shows how boys' gendered the classroom context through sexist or homophobic imagery, which infused their media presentations. While shaping the classroom context as masculine, the boys also positioned themselves as male with their peer groups.
520 $a While boys tended overwhelmingly to construct the classroom as male, masculine themes enabled the researcher to detect forms of resistance to masculine constructions. Although girls often accommodated to boys' masculine expressions, some of them demonstrated resistance to overtly sexist assertions. As documented in Chapter 6, girls' expressions of resistance to masculinity, while never sufficient to create a protoresistance classroom movement, still demonstrated the context was contested gender terrain.
520 $a This dissertation's descriptions and conceptualizations of masculinity provided additional perspective on classrooms as sites for expression of masculinity and students' reflections upon its meaning and significance. Enabling students' expressions of masculinity allowed this researcher to explain how seventh graders absorbed and reproduced media's dominant forms of gender. Importantly, students did not just project variations of aggressive masculinity, they took the teacher's opportunity to critique masculinity and the gendered hierarchies it reinforces and perpetuates.
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