Tímarit um menntarannsóknir - 01.01.2011, Page 120

Tímarit um menntarannsóknir - 01.01.2011, Page 120
120 „Kannski erum við orðnar svo miklar strákastelpur að það haga sér allir eins“ Abbiss, J. (2008). Rethinking the problem of gender and IT schooling: discourses in literature. Gender and Education, 20, 153- 165. Andersen, M. (2009). Thinking about women: Sociological perspectives of sex and gender (8. útgáfa). Boston: Pearson Education. Auður Magndís Leiknisdóttir, Ásdís Aðal- björg Arnalds og Friðrik H. Jónsson. (2009). Staða og þróun jafnréttismála við Há- skóla Íslands 2003-2007. Reykjavík: Félags- vísindastofnun Háskóla Íslands. Baker, J. (2008). The ideology of choice. Over- stating progress and hiding injustice in the lives of young women: Findings from a study in North Queensland, Australia. Women´s Studies International Forum, 31, 53-64. Baker, J. (2010). Great expectations and post- feminist accountability: young women li- ving up to the ‘successful girls’ discourse. Gender and Education, 22, 1-15. Baxter, J. (2002). A juggling act: A feminist post-structuralist analysis of girls´and bo- ys´talk in the secondary classroom. Gender and Education, 14, 5-19. Berglind Rós Magnúsdóttir. (2003). Orðræð- ur um kyngervi, völd og virðingu í ung- lingabekk. Óbirt M.A. ritgerð: Háskóli Ís- lands, Félagsvísindadeild, Reykjavík. Sótt 5 júní 2011 af: http://www.jafnrettiiskol- um.is/D10/_Files/Berglind%20Rós%20 Magnúsdóttir.PDF. Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17, 369-386. Bogdan, R. C. og Biklen, S. K. (1998). Qualita- tive research in education: An introduction to theory and methods (3. útgáfa). Massa- chusetts: Allyn & Bacon. Bourdieu, P. (2001). Masculine domination. Stanford: Stanford University Press. Brainard, S. G. og Carlin, L. (1998). A six-year longitudinal study of undergraduate wo- men in engineering and science. Journal of Engineering Education, 87, 369-375. Brandell, G. og Staberg, E. (2008). Mathema- tics: a female, male and gender-neutral domain? A study of attitudes among students at secondary level. Gender and Education, 20, 495-509. Heimildaskrá relations affect students’ daily lives and their choice of field, and they contribute to an atmosphere that is experienced as dis- tasteful by many women. This may be dis- couraging and a hindrance for those who do not identify with the dominant mascu- line stereotypes. Discussion Emphasis on individual choice, personal preferences and interest have been used to explain the low percentage of women in the male-dominated fields. This type of explanation ignores social forces that influence our mindset and actions; hence, the negative influence of cultural factors in explaining women’s underrepresenta- tion continue to be invisible and ignored. The study has a practical and a theoretical value. It contributes to our understanding of the gendered social mechanisms that reproduce gender bias in the natural sci- ences.
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