Literaturnachweis - Detailanzeige
| Autor/in | Silver, Blake R. |
|---|---|
| Titel | How First-Year College Women Construct Identity through Cocurricular Involvement |
| Quelle | In: Journal of Women and Gender in Higher Education, 13 (2020) 3, S.233-250 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Silver, Blake R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2637-9112 |
| DOI | 10.1080/26379112.2020.1840385 |
| Schlagwörter | College Freshmen; Females; Self Concept; Student Participation; Extracurricular Activities; Sex Role; Femininity; Peer Influence; Behavior Standards; Social Behavior; Caregiver Role; Social Support Groups; Group Dynamics; Sense of Community; Public Colleges |
| Abstract | This ethnographic study relies on a combination of participant observation and 43 in-depth interviews to explore how first-year college women construct identities in cocurricular settings. Findings indicate that students relied primarily on two gendered identity strategies to engage with peers in cocurricular groups. Some women presented as nurturing caregivers while others presented as amicable nice girls. Although these strategies facilitated a degree of inclusion, they also carried significant social and emotional costs. Efforts to police these gendered identities restricted college women to narrow styles of self-presentation. As peers demanded consistent performance of femininity, women were pushed to the margins of cocurricular groups. (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 | 2024/1/01 |
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