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Reflecting on gender as a social construct a qualitative case study of a girls critical gender group
- 1. REFLECTING ON GENDER AS A SOCIAL CONSTRUCT: A QUALITATIVE CASE STUDY OF A GIRLS CRITICAL GENDER GROUP Rutgers, The State University of New Jersey Dissertation Presentation Jessica Constandelis
- 2. RESEARCH QUESTIONS What happens in the critical gender group? How do girls talk about gender in the critical gender group? • What is the curriculum? • How does their talk change over time? • What activities take place? • How do girls deconstruct and critically assess gender messages? • What do girls say they learned from participating? • How do girls say they would alter & improve the group?
- 3. THEORETICAL FRAMEWORK: DEVELOPMENTAL SYSTEMS ORIENTATION School Peer groups Community Family Social media Adolescent Individual shapes the context of which he/she is a part. Popular culture Adolescent active producer of identity development. Galambos, N. L. (2004). Gender and gender role development in adolescence. Handbook of adolescent psychology (pp. 233-262). Hoboken, NJ: Wiley & Sons, Incorporated, John.
- 4. RESEARCH DESIGN: QUALITATIVE CASE STUDY CRITICAL GIRLS’ GENDER GROUP Weeks 1-3 Major Objectives “Getting to know you” & Trust building activities 4&5 Identification & deconstruction of gender messages (FACILITATOR DRIVEN) 6-8 Identification & deconstruction of gender messages (GIRL DRIVEN) 9 Articulating themes & reflecting on identified gender messages 10 Focus groups
- 5. DATA COLLECTION Research Questions Sources Audiotape Observations Focus Groups Journals X Artifacts 1. What happens in a critical gender group? X X X a. What is the curriculum of the group? X X X X b. What activities take place in the group? X X X X c. What do girls say they learned from participating in the group? X X 2. How do girls talk about gender in the critical gender group? X X a. How does their talk change over time? X X X X b. How do girls talk back to gender messages? X X X X X
- 6. KEY FINDINGS: MOVING BEYOND IDENTIFICATION & DECONSTRUCTION Multiple perspectives & friendships Critical consciousness (Shor, 1992) Gender messages are EVERYWHERE Ways of seeing TAKE ACTION!
- 7. PERSONAL IMPACT Adolescence difficult developmental period Apply empathy from my experience Provide my students tools
- 8. PROFESSIONAL IMPACT: STOCKING MY TOOL BOX Perceived workplace barriers Tools for addressing barriers • Young • Leadership skills • Female • Countless resources • Male-dominated administration • Voice • Girls’ experiences • Provide girls space & structure
- 9. IMPACT AT DISTRICT LEVEL: EDUCATION & AWARENESS ON MULTIPLE LEVELS Girls • Recruitment Parents/ Guardians • Seminars My Research Admin. Staff • Professional Development • Professional Development
- 10. IMPACT IN THE FIELD: ANOTHER APPROACH ADOLESCENT GIRLS: ADOLESCENCE: academic & social Identity GENDER MESSAGES: ideal girlhood confidence, low self-esteem, eating disorders INTERVENTIONS: role models & girls group Girls’ Group: Critical consciousness & language