Women and Education. Equity or Equality?

Sonst. Personen	Fennema, Elizabeth (Hrsg.); Ayer, M. Jane (Hrsg.)
Institution	National Society for the Study of Education, Chicago, IL.
Titel	Women and Education. Equity or Equality?
Quelle	(1984), (266 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8211-0507-8
Schlagwörter	Academic Achievement; Academically Gifted; Career Development; Curriculum Development; Curriculum Problems; Educational Administration; Educational Objectives; Educational Policy; Educational Research; Educational Trends; Elementary Secondary Education; Equal Education; Feminism; Futures (of Society); Higher Education; Mathematics Achievement; Mathematics Instruction; Minority Groups; Models; Postsecondary Education; Sex Bias; Sex Differences; Sex Fairness; Sex Stereotypes; Social Science Research; Womens Education; Womens Studies + Suchen Sie Ihr Suchwort? Schulleistung; Berufsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Feminismus; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Ethnische Minderheit; Analogiemodell; Post-secondary education; Tertiäre Bildung; Sex difference; Geschlechtsunterschied; Sexualaufklärung; Social scientific research; Sozialwissenschaftliche Forschung; 'Women''s education'; Frauenbildung
Abstract	Suitable for use in postsecondary courses in women's studies, curriculum theory, educational policy, or introductory educational administration, this book presents current scholarship on educational goals for women as well as the role and position of women in education. Twelve essays are presented in separate chapters. Chapter 1, an introduction to conceptual approaches, offers 4 theoretical models for considering the position of women in the educational process: pluralism, assimilation, deficit (the assumption that deficits in cognitive areas are sex-related), and social justice. Chapter 2 contains a brief re-examination of the history of American education from a feminist perspective. Chapter 3 compares the careers and life satisfactions of gifted women and gifted men as revealed in Lewis Terman's 50-year longitudinal study of gifted individuals. The impact of biological factors on males' and females' differential achievement of educational goals is discussed in chapter 4. Chapter 5 explores the learning behaviors of elementary age girls and boys. Where and why sex-related differences exist in mathematics are discussed in chapter 6. Women's studies in the secondary school curriculum is examined in chapter 7. The application of career theories to the career development of adolescent and young women is the topic of chapter 8. Chapter 9 presents changing patterns and continuing inequities in the education of minority women while chapter 10 presents the continuing inequities facing women in higher education. The final two chapters outline a methodology for improving the discipline of women's studies and offer a definition and brief history of women's studies as a discipline. (LP)
Anmerkungen	McCutchan Publishing Corporation, P.O. Box 774, Berkeley, CA 94704 ($21.75; $19.50 in quantities of 10 or more copies).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01