WHY DOES JANE READ AND WRITE SO WELL? THE ANOMALY OF WOMEN'S ACHIEVEMENT.
Numerous studies have found that women's academic achievement not only equals but often surpasses that of men. In this society, in which educational credentials are linked to jobs, promotions, wages, and status, women's educational accomplishments appear anomalous because women continue to receive f...
| Publicado en: | Sociology of Education Vol. 62; no. 1; pp. 47 - 64 |
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| Formato: | Artículo |
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Sage Publications Inc.
Jan89
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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=hlh&AN=13008200&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 13008200 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00380407 SOO jtl: Sociology of Education issn: 00380407 maglogo: Y pubinfo: dt: Jan89 vid: 62 iid: 1 pid: 344 pub: Sage Publications Inc. artinfo: ui: 13008200 10.2307/2112823 ppf: 47 ppct: 17 formats: tig: atl: WHY DOES JANE READ AND WRITE SO WELL? THE ANOMALY OF WOMEN'S ACHIEVEMENT. aug: au: Mickelson, Roslyn Arlin affil: University of North Carolina at Charlotte. su: Academic achievement Women's education Class analysis Social classes Social status Gender role sug: subj: Academic achievement Women's education Class analysis Social classes Social status Gender role ab: Numerous studies have found that women's academic achievement not only equals but often surpasses that of men. In this society, in which educational credentials are linked to jobs, promotions, wages, and status, women's educational accomplishments appear anomalous because women continue to receive far fewer rewards for their educational credentials than do men with comparable credentials. In view of the limited rewards that women are likely to receive for education, why do they do as well and attain as much education as they do? This article examines the anomaly of women's achievement in light of four hypotheses and presents empirical evidence to assess each hypothesis. Attention is paid throughout to racial and class differences in women's lived experiences in the opportunity structure. Finally, directions for future research are suggested. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1989 holdings: @attributes: islocal: N |
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