ERIC Number: ED441917
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Codes and Contradictions: Race, Gender Identity, and Schooling. SUNY Series, Power, Social Identity, and Education.
Weiler, Jeanne Drysdale
This book examines the variations in the constitution of female gender in a group of young working-class women of African American, Latina, Puerto Rican, and White European backgrounds who were enrolled in an alternative high school for students at risk of academic failure. It also analyzes the school processes that shape these young women's gender identities and provides evidence that female gender identity among various racial or ethnic backgrounds can be very dissimilar. The chapters are: (1) "Introduction"; (2) "Social Class, Race/Ethnicity, Gender, and Schooling: A Theoretical Overview"; (3) "The Social, Economic, and Educational Status of African American, Latina, and White Women in the United States"; (4) "Young White Working-Class Women: Envisioning Adult Lives"; (5)"Young Women of African American and Puerto Rican Descent: Anticipating Lives as Adult Women"; (6) "Young Women of Dominican and South American Descent: Constructing Possibilities for the Future"; (7) "Redefining Relationships to Schooling"; (8) "The Formal Curriculum"; (9) "The Social Construction of Gender within the School"; and (10) "Conclusions." Appendixes discuss the study methodology and educational profiles of the girls studied. (Contains 18 tables, 61 endnotes, and 264 references.) (SLD)
Descriptors: Black Students, Females, Gender Issues, High Risk Students, High School Students, High Schools, Hispanic American Students, Nontraditional Education, Racial Differences, School Role, Sex Differences, Sex Role, Whites, Working Class
State University of New York Press, CUP Services, 750 Cascadilla St., P.O. Box 6525, Ithaca, NY 14851 (paperback: ISBN-0-7914-4520-8, $23.95; clothbound: ISBN-0-7914-451904, $71.50)). Tel: 607-277-2211; Web site: http://www.sunypress.edu.
Publication Type: Books; Reports - Research
Education Level: N/A
Authoring Institution: N/A