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ERIC Number: EJ1154513
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0954-0253
EISSN: N/A
Interpreting Unproblematic High Achievement in Mathematics: Towards Theoretical Reflexivity
Pomeroy, David
Gender and Education, v29 n6 p748-763 2017
This article contributes to the long-running discussion about the gendering of mathematics learning by exploring the social biographies of six exceptionally high-attaining mathematics students, four women and two men. In contrast to some prior studies, these students appeared to feel no need to downplay being "good at maths" in order to maintain social credibility with their socially privileged peers. I attempt to make sense of their stories from two theoretical standpoints: (1) a post-structuralist approach that emphasises discourses that position mathematics as masculine and (2) an approach, based on Bourdieu, that asks how mathematics is valued in different school and peer group settings. I show how, as I worked with the data, my emphasis moved from the former to the latter, and suggest that research in gender and education has much to gain from" theoretical reflexivity" alongside personal and methodological reflexivity.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A