東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

"Making" gender and sexuality: Gend...

Hales-Mecham, Karen.

FindBook

Google Book

Amazon

博客來

"Making" gender and sexuality: Gender difference discursive practices at play in peer sexual harassment. Case study of a middle school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Making" gender and sexuality: Gender difference discursive practices at play in peer sexual harassment. Case study of a middle school./
作者:	Hales-Mecham, Karen.
面頁冊數:	341 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3106.
Contained By:	Dissertation Abstracts International63-09A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3065045
ISBN:	0493842292

"Making" gender and sexuality: Gender difference discursive practices at play in peer sexual harassment. Case study of a middle school.
Hales-Mecham, Karen.

"Making" gender and sexuality: Gender difference discursive practices at play in peer sexual harassment. Case study of a middle school. - 341 p.

Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3106.

Thesis (Ph.D.)--Washington University, 2002.

This dissertation examines the practice of peer sexual harassment at Weston, an upper-middle class, suburban, public middle school in the midwestern United States. It is a qualitative, interpretive ethnographic case study situated within the broad theoretical framework of practice theory. Data was collected over two years using two ethnographic methods: participant observation and in-depth interviews. Sixty interviews running approximately sixty minutes were conducted with twenty-seven students and twenty-six teachers and administrators. Interviews were audiotaped and fully-transcribed. Observation notes and relevant documents were collected throughout.

ISBN: 0493842292Subjects--Topical Terms:

1017560
Education, Educational Psychology.

"Making" gender and sexuality: Gender difference discursive practices at play in peer sexual harassment. Case study of a middle school.
LDR:03495nmm 2200337 4500 001 1840998
005 20050822121244.5
008 130614s2002 eng d
020 $a 0493842292
035 $a (UnM)AAI3065045
035 $a AAI3065045
040 $a UnM $c UnM
100 1 $a Hales-Mecham, Karen. $3 1929313
245 1 0 $a "Making" gender and sexuality: Gender difference discursive practices at play in peer sexual harassment. Case study of a middle school.
300 $a 341 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3106.
500 $a Chairs: Louis M. Smith; James V. Wertsch.
502 $a Thesis (Ph.D.)--Washington University, 2002.
520 $a This dissertation examines the practice of peer sexual harassment at Weston, an upper-middle class, suburban, public middle school in the midwestern United States. It is a qualitative, interpretive ethnographic case study situated within the broad theoretical framework of practice theory. Data was collected over two years using two ethnographic methods: participant observation and in-depth interviews. Sixty interviews running approximately sixty minutes were conducted with twenty-seven students and twenty-six teachers and administrators. Interviews were audiotaped and fully-transcribed. Observation notes and relevant documents were collected throughout.
520 $a This study finds peer sexual harassment is a practice broadly at play in the sex/gender regime at Weston. Behaviors ranging from inappropriate sexual comments and gestures to sexual violence and exposure are most actively taken up by groups of popular boys in the company of other boys and serve as a masculinizing practice---a critical way for boys to position themselves as heterosexual males with the female/feminine as the object of their desire.
520 $a The practice is so salient in the lives of middle school students as they go about the gender and sexuality projects of adolescence that both boys and girls take up positions in relation to its offense in order to assume a gender confirmation within the peer group. At Weston, peer sexual harassment is organized and mobilized through gender difference discursive practices grounded in stark binary categories of masculinity and femininity; student commitments to these difference dichotomies facilitate what I understand to be group gender positioning practices at Weston.
520 $a Five discursive categories of difference clustering around understandings of normal sexual behavior, sexual desire, development, relationships, and power are outlined in student narrative accounts. These difference practices map the way for boys and girls along very different developmental paths. Moreover, gender difference discursive practices serve to silence and sequester sexual harassment and reinforce traditional discourses and narratives of male/female difference within the peer group and the institution of the school. The study outlines ways in which gender difference practices are active in the curriculum and adult understandings of adolescent gender and sexuality. Several recommendations for change are outlined.
590 $a School code: 0252.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Secondary. $3 539262
690 $a 0525
690 $a 0340
690 $a 0533
710 2 0 $a Washington University. $3 1250147
773 0 $t Dissertation Abstracts International $g 63-09A.
790 1 0 $a Smith, Louis M., $e advisor
790 1 0 $a Wertsch, James V., $e advisor
790 $a 0252
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3065045