ERIC Number: EJ1104300
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 46
Acceptance as a Normative Aspect of the Process of Coming to Understand Emotionally Charged Concepts: Upper-Secondary School Students Make Meaning of Gender
Trostek, Jonas R.
Scandinavian Journal of Educational Research, v60 n4 p381-398 2016
Previous research on how students' acceptance of emotionally charged theories relates to their understanding is based on the measurement of acceptance and understanding as two separate variables. As an alternative, the present study takes a qualitative approach with the aim of exploring what 24 upper-secondary school students accept when they come to understand the concept of gender and how to justify gender-related statements. The results show how the students accept ideas about social structures, power, and emancipation, as well as ideas about essences, individual independence, and a natural order. As for their justifications, they accept ideals of equality and objectivity. By assuming that the ideas have positive connotations for the students, it becomes possible to understand them as engaged in negotiating norms that are brought to the fore in the interviews.
Descriptors: Secondary School Students, Gender Issues, Emotional Response, Predictor Variables, Qualitative Research, Student Attitudes, Social Attitudes, Hermeneutics, Context Effect, Semi Structured Interviews, Social Structure, Caring, Social Justice, Coping, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Sweden