Conflicts, Competition and Social Support in Female-Dominated Vocational Education--Breaking or Reaffirming Stereotypical Femininity?

Autor/in	Hegna, Kristinn
Titel	Conflicts, Competition and Social Support in Female-Dominated Vocational Education--Breaking or Reaffirming Stereotypical Femininity?
Quelle	In: Journal of Vocational Education and Training, 69 (2017) 2, S.196-213 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2017.1303783
Schlagwörter	Females; Vocational Education; Femininity; Sex Stereotypes; Conflict; Discourse Analysis; Single Sex Classes; Secondary School Students; Competition; Social Support Groups; Foreign Countries; Interviews; Norway (Oslo) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Ausbildung; Berufsbildung; Femaleness; Weiblichkeit; Konflikt; Diskursanalyse; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Sekundarschüler; Wettkampf; Social support; Soziale Unterstützung; Ausland; Interviewing; Interviewtechnik
Abstract	One in four upper secondary school students in Norway experience nearly single-sex classrooms, an unintended consequence of choosing certain vocational study programmes, such as "Health care, childhood and youth development" or "Building and construction". This raises a question about how female students describe their experiences of social relationships and classroom culture within the context of a gender-segregated vocational education setting. Analyses of educational biography interviews reveal that stories of conflict, competition and cultural differences dominate and are often described using derogative or gendered language, such as "bitching", "gossip" and "drama". These stories demonstrate a break with gender stereotypes but, at the same time, accentuate femininity by aligning the behaviour to stereotypical discourses of "girl" behaviour. In their stories, gender loses its importance as a basis for solidarity and commonality when students share the same gender; instead, hierarchies and other differences become highlighted. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01