Girls Discuss Choice of an All-Girl Middle School: Narrative Analysis of an Early Adolescent Identity Project

Autor/inn/en	Baron, Emilia; Bell, Nancy J.; Corson, Kimberly; Kostina-Ritchey, Erin; Frederick, Helyne
Titel	Girls Discuss Choice of an All-Girl Middle School: Narrative Analysis of an Early Adolescent Identity Project
Quelle	In: Journal of Early Adolescence, 32 (2012) 4, S.465-488 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431611400312
Schlagwörter	Single Sex Schools; Middle Schools; Sex Education; Females; Early Adolescents; Self Concept; Interpersonal Relationship; Student Attitudes; Social Environment; Cultural Context; Sociocultural Patterns; Personal Narratives; Middle School Students; School Choice; Texas + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Middle school; Mittelschule; Mittelstufenschule; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Weibliches Geschlecht; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Soziales Umfeld; Soziokulturelle Theorie; Erlebniserzählung; Middle schools; Student; Students; Schüler; Schülerin; Choice of school; Schulwahl
Abstract	The narrative creation of identity by young adolescents has so far been addressed mainly from an identity-in-interaction perspective, focusing attention on the multiplicity and variability of identity negotiation as adolescents interact with others, typically with peers. In contrast, a sociocultural/dialogical perspective draws attention to the importance of organization as well as variability in identity systems, and thus to the creation of personal identity stories. Our purpose is to illustrate how this perspective serves as a guide in the analysis of girls' narratives about their decision to attend a new, all girls' middle school. We emphasize how the stories are constituted by girls' transactions with the sociocultural context, including societal discourses surrounding single-sex education, and we propose "specialness" as an emergent identity concept that serves to organize the identity narratives. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10