Journal•ISSN: 0954-0253
Gender and Education
Taylor & Francis
About: Gender and Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Masculinity & Higher education. It has an ISSN identifier of 0954-0253. Over the lifetime, 1530 publications have been published receiving 47500 citations.
Topics: Masculinity, Higher education, Feminism, Human sexuality, Femininity
Papers published on a yearly basis
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TL;DR: The authors explored the broad array of explanations for the absence of women in STEM put forth in the literature of the last 30 years and suggested that the very nature of science may contribute to the removal of women from the "pipeline".
Abstract: Women are under‐represented in science, technology, engineering and mathematics (STEM) majors and careers in most industrialized countries around the world. This paper explores the broad array of explanations for the absence of women in STEM put forth in the literature of the last 30 years. It is argued that some proposed explanations are without merit and are in fact dangerous, while others do play a part in a complex interaction of factors. It is suggested that the very nature of science may contribute to the removal of women from the ‘pipeline’. Recommendations for reform in science education to address this problem are also provided.
1,394 citations
TL;DR: This article explored the way in which narratives of upward mobility are lived as success and failure, hope and despair, for some young women entering the labour market in Britain at the turn of the millennium.
Abstract: While the concept of class does not sit easily with a very changed labour market in which traditional markers of working-class masculinity have been eroded and many people would not define themselves in class terms, the differences and inequalities associated with class have certainly far from disappeared. This article aims to explore how we might think about the ways that 'class' enters the production of subjectivities in the present. In particular, the article explores the way in which narratives of upward mobility are lived as success and failure, hope and despair, for some young women entering the labour market in Britain at the turn of the millennium. The multiplicity and fracturing of past and present, belonging, not belonging, the dreams, aspirations and defences are explored in some detail.
462 citations
TL;DR: The conditions under which women academics work provide the impetus for this article as mentioned in this paper, and the findings from the two Canadian studies reported here suggest that issues around children and career, anxieties about evaluation, and fatigue and stress shape the daily lives of women academics.
Abstract: The conditions under which women academics work provide the impetus for this article. Current trends in feminist and other writing are moving us away from dwelling on the disadvantages women experience in the academy. Yet the findings from the two Canadian studies reported here suggest that issues around children and career, anxieties about evaluation, and fatigue and stress shape the daily lives of women academics. The women do find ways and means of coping and resisting, sometimes collectively, although one of the major responses—working harder and sleeping less—might be considered somewhat short of empowering. We also look at what the prospects are for changes in university policies and practices.
435 citations
TL;DR: The role of humour in the cultures of young men in school is explored in this paper, where the authors argue that humour is a technique utilised for the regulation of masculinities and the negotiation of gender-sexual hierarchies within pupil cultures.
Abstract: This article will focus upon the role of humour in the cultures of young men in school. We adopt an ethnographic approach to illustrate the variety of these interactions which can include forms of game-play, mythic storytelling and ritual insults. Our analysis suggests that humorous exchanges are constitutive of heterosexual masculine identities. We argue that humour is a technique utilised for the regulation of masculinities and the negotiation of gender-sexual hierarchies within pupil cultures. Bodily practices were prevalent in the interchanges, playing a part in the contestation and production of differentiated heterosexualities. Humour was an organising principle, deployed to position pupils within differing dominant and subordinate peer group sexual cultures. The paper focuses on conformist aspects of humour and recognises the oppressive dynamics articulated in these exchanges. Finally, we consider the implications of these practices for contemporary working-class masculinity.
327 citations
TL;DR: This paper argued that contemporary gendered power relations are more complicated and contradictory than the new orthodoxy that girls are doing better than boys suggests, and that despite widely differentiated practices, all the girls at various times acted in ways which bolstered boys' power at the expense of their own.
Abstract: The past decade has seen a growing political and academic concern with boys' underachievement. Drawing on the case study of a London primary classroom, this article argues that contemporary gendered power relations are more complicated and contradictory than the new orthodoxy that girls are doing better than boys suggests. The girls in this case study took up very varied positions in relation to traditional femininities. Yet, despite widely differentiated practices, all the girls at various times acted in ways which bolstered boys' power at the expense of their own. While peer group discourses constructed girls as harder working, more mature and more socially skilled, still the boys and a significant number of the girls adhered to the view that it is better being a boy. The article concludes that in this particular primary school, girls and boys still learned many of the old lessons of gender relations which work against gender equity.
314 citations