Troubling the ontological bubble: middle school students challenging gender stereotypes.
In this paper, we discuss how a selection of eighth-grade students (13–14-year-olds) responded when they were asked to publicly challenge the gender binary for a critical media literacy school assignment in the USA. We describe the ways in which students negotiated the dual projects of complying wit...
| Publicado en: | Journal of Gender Studies Vol. 25; no. 4; pp. 413 - 427 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Aug2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=116527521&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 116527521 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 09589236 JGS jtl: Journal of Gender Studies issn: 09589236 maglogo: N pubinfo: dt: Aug2016 vid: 25 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 116527521 10.1080/09589236.2014.987657 ppf: 413 ppct: 14 formats: fmt: – @attributes: type: T db: hlh ui: 116527521 – @attributes: type: P db: hlh ui: 116527521 tig: atl: Troubling the ontological bubble: middle school students challenging gender stereotypes. aug: au: Markowitz, Linda Puchner, Laurel affil: Department of Sociology, Southern Illinois University Edwardsville, Box 1455, Edwardsville, IL62026, USA Department of Educational Leadership, Southern Illinois University Edwardsville, Box 1125, Edwardsville, IL62026, USA su: Middle school students Gender stereotypes Media literacy Student assignments Student projects sug: subj: Middle school students Gender stereotypes Media literacy Student assignments Student projects keyword: adolescents advertising gender media literacy ontological security schools adolescents advertising gender media literacy ontological security schools ab: In this paper, we discuss how a selection of eighth-grade students (13–14-year-olds) responded when they were asked to publicly challenge the gender binary for a critical media literacy school assignment in the USA. We describe the ways in which students negotiated the dual projects of complying with the assignment to create video ads that challenged gender stereotypes and maintaining their gendered sense of self. While the videos had virtually all students disrupting gender in some way, many did so even as they reinforced the notion of gender as a binary. We apply the idea of ontological bubble, as well as concepts from post-structural theories, to help us make sense of the different methods students used to maintain the gender binary. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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