Tímarit um menntarannsóknir - 01.01.2011, Qupperneq 120

Tímarit um menntarannsóknir - 01.01.2011, Qupperneq 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.
Qupperneq 1
Qupperneq 2
Qupperneq 3
Qupperneq 4
Qupperneq 5
Qupperneq 6
Qupperneq 7
Qupperneq 8
Qupperneq 9
Qupperneq 10
Qupperneq 11
Qupperneq 12
Qupperneq 13
Qupperneq 14
Qupperneq 15
Qupperneq 16
Qupperneq 17
Qupperneq 18
Qupperneq 19
Qupperneq 20
Qupperneq 21
Qupperneq 22
Qupperneq 23
Qupperneq 24
Qupperneq 25
Qupperneq 26
Qupperneq 27
Qupperneq 28
Qupperneq 29
Qupperneq 30
Qupperneq 31
Qupperneq 32
Qupperneq 33
Qupperneq 34
Qupperneq 35
Qupperneq 36
Qupperneq 37
Qupperneq 38
Qupperneq 39
Qupperneq 40
Qupperneq 41
Qupperneq 42
Qupperneq 43
Qupperneq 44
Qupperneq 45
Qupperneq 46
Qupperneq 47
Qupperneq 48
Qupperneq 49
Qupperneq 50
Qupperneq 51
Qupperneq 52
Qupperneq 53
Qupperneq 54
Qupperneq 55
Qupperneq 56
Qupperneq 57
Qupperneq 58
Qupperneq 59
Qupperneq 60
Qupperneq 61
Qupperneq 62
Qupperneq 63
Qupperneq 64
Qupperneq 65
Qupperneq 66
Qupperneq 67
Qupperneq 68
Qupperneq 69
Qupperneq 70
Qupperneq 71
Qupperneq 72
Qupperneq 73
Qupperneq 74
Qupperneq 75
Qupperneq 76
Qupperneq 77
Qupperneq 78
Qupperneq 79
Qupperneq 80
Qupperneq 81
Qupperneq 82
Qupperneq 83
Qupperneq 84
Qupperneq 85
Qupperneq 86
Qupperneq 87
Qupperneq 88
Qupperneq 89
Qupperneq 90
Qupperneq 91
Qupperneq 92
Qupperneq 93
Qupperneq 94
Qupperneq 95
Qupperneq 96
Qupperneq 97
Qupperneq 98
Qupperneq 99
Qupperneq 100
Qupperneq 101
Qupperneq 102
Qupperneq 103
Qupperneq 104
Qupperneq 105
Qupperneq 106
Qupperneq 107
Qupperneq 108
Qupperneq 109
Qupperneq 110
Qupperneq 111
Qupperneq 112
Qupperneq 113
Qupperneq 114
Qupperneq 115
Qupperneq 116
Qupperneq 117
Qupperneq 118
Qupperneq 119
Qupperneq 120
Qupperneq 121
Qupperneq 122
Qupperneq 123
Qupperneq 124
Qupperneq 125
Qupperneq 126
Qupperneq 127
Qupperneq 128
Qupperneq 129
Qupperneq 130
Qupperneq 131
Qupperneq 132
Qupperneq 133
Qupperneq 134
Qupperneq 135
Qupperneq 136
Qupperneq 137
Qupperneq 138
Qupperneq 139
Qupperneq 140
Qupperneq 141
Qupperneq 142
Qupperneq 143
Qupperneq 144
Qupperneq 145
Qupperneq 146
Qupperneq 147
Qupperneq 148
Qupperneq 149
Qupperneq 150
Qupperneq 151
Qupperneq 152
Qupperneq 153
Qupperneq 154
Qupperneq 155
Qupperneq 156
Qupperneq 157
Qupperneq 158
Qupperneq 159
Qupperneq 160
Qupperneq 161

x

Tímarit um menntarannsóknir

Direct Links

Hvis du vil linke til denne avis/magasin, skal du bruge disse links:

Link til denne avis/magasin: Tímarit um menntarannsóknir
https://timarit.is/publication/1140

Link til dette eksemplar:

Link til denne side:

Link til denne artikel:

Venligst ikke link direkte til billeder eller PDfs på Timarit.is, da sådanne webadresser kan ændres uden advarsel. Brug venligst de angivne webadresser for at linke til sitet.