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The gender regime and its impact on ...

LaGoy, Amy Cecile.

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The gender regime and its impact on students' academic performance: An ethnographic study at a coeducational Catholic high school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The gender regime and its impact on students' academic performance: An ethnographic study at a coeducational Catholic high school./
作者:	LaGoy, Amy Cecile.
面頁冊數:	539 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2380.
Contained By:	Dissertation Abstracts International62-07A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3019712
ISBN:	0493309357

The gender regime and its impact on students' academic performance: An ethnographic study at a coeducational Catholic high school.
LaGoy, Amy Cecile.

The gender regime and its impact on students' academic performance: An ethnographic study at a coeducational Catholic high school. - 539 p.

Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2380.

Thesis (Ed.D.)--University of California, Berkeley, 2001.

This research explored the relationship between gender and academic performance at a mid-sized coeducational Catholic high school. Rejecting the idea that sex-category itself could effectively account for differences in students' academic performance but conceding that sex-category did play a role, the research looked into the ways that the school's gender regime---a ranking based on differential valuations of various gender styles---shaped student behaviors and experiences. It hypothesized that the ways students enacted their maleness or femaleness mattered more than did the simple fact of their being male or female.

ISBN: 0493309357Subjects--Topical Terms:

626654
Education, Sociology of.

The gender regime and its impact on students' academic performance: An ethnographic study at a coeducational Catholic high school.
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245 1 4 $a The gender regime and its impact on students' academic performance: An ethnographic study at a coeducational Catholic high school.
300 $a 539 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2380.
500 $a Chair: James C. Stone.
502 $a Thesis (Ed.D.)--University of California, Berkeley, 2001.
520 $a This research explored the relationship between gender and academic performance at a mid-sized coeducational Catholic high school. Rejecting the idea that sex-category itself could effectively account for differences in students' academic performance but conceding that sex-category did play a role, the research looked into the ways that the school's gender regime---a ranking based on differential valuations of various gender styles---shaped student behaviors and experiences. It hypothesized that the ways students enacted their maleness or femaleness mattered more than did the simple fact of their being male or female.
520 $a Employing a variety of ethnographic field research methods, the researcher spent an academic year at the high school studying the academic and social worlds of 71 juniors, 32 boys and 39 girls. A large number of the students in the sample were high achievers, more than 60 percent were white, and most came from upper-middle class, two-parent homes.
520 $a Although the school supported a male-dominated gender regime, this did not manifest in an unmitigated advantage for boys nor in uniform disadvantages for girls. Rather, the extent to which students thrived or languished academically related to their place in the gender regime and their relationship to and involvement in the network of cliques and social groups.
520 $a Boys who fit the dominant model of masculinity held clear advantages over most other students. High expectations for their achievement coupled with the tendency for students and teachers to give them 'the benefit of the doubt' made classroom environments relatively safe and encouraging places for these boys to learn.
520 $a Most girls and the boys who did not fit the dominant model of masculinity did not enjoy so positive an experience. Concerns about demonstrating appropriate styles of masculinity or femininity and gaining or retaining social position often shaped, and to varying degrees, limited these students' academic efforts and choices.
520 $a Girls who refused to align themselves with a social clique and retained a measure of social independence, however, did thrive. While they did not enjoy the support garnered by high profile boys, these girls' refusal to participate in the gender and social negotiation that often typified other students' academic experience left them free to follow their own course.
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