Exploration of an Ambiguous Culture: Conflicts Facing Gifted Females in Rural Environments.

Autor/in	Kleinsasser, Audrey M.
Titel	Exploration of an Ambiguous Culture: Conflicts Facing Gifted Females in Rural Environments.
Quelle	(1986), (25 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adjustment (to Environment); Androgyny; Educational Needs; Elementary Secondary Education; Females; Gifted; Role Conflict; Rural Education; Rural Environment; Rural Urban Differences; Sex Bias; Sex Differences; Sex Role; Social Values; Student Adjustment; Student Needs; Womens Education + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Weibliches Geschlecht; Begabter, Hoch Begabter; Rollenkonflikt; Ländliche Erwachsenenbildung; Ländliches Milieu; Stadt-Land-Beziehung; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Sozialer Wert; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; 'Women''s education'; Frauenbildung
Abstract	The educational and social requirements of gifted females in rural areas are not only different from those of gifted females in urban settings but are significantly different from the educational and social requirements of their male peers. On the one hand, girls are encouraged to pursue academic and/or professional opportunities usually available and ultimately achieved only by leaving their communities. On the other hand, those goals are the antithesis of what is prized in rural life--the maintenance of a stable and conservative educational, religious, and social life. Gifted females are caught in a conflict of values between expectations for those who are bright and promising and expectations that females will undergird the status quo. The generic admonitions characterizing gifted education must be analyzed and restructured for implementation in geographically isolated communities, and the inherent value structures of those communities must be respected and understood. Rural educators must be certain that school practices do not promote sex stereotypes. They should capitalize on the strengths of rural youth and be sensitive to the values of rural life. Thirty-four references are included. (JHZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC