Clever girls’ stories the girl they call a nerd Trine Foyn.pdf

该【Clever girls’ stories the girl they call a nerd Trine Foyn 】是由【dt83088549】上传分享，文档一共【17】页，该文档可以免费在线阅读，需要了解更多关于【Clever girls’ stories the girl they call a nerd Trine Foyn 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。:..EducStudMath(2018)98:77–93https:///-017-9801-4Clevergirls’stories:thegirltheycallanerdTrineFoyn1&YvetteSolomon1,2&HansJ?rgenBraathe1Publishedonline:25January2018#TheAuthor(s)2018,correctedpublicationFebruary/,weexploretheissueofgenderandmathematicsparticipation,focusingonthewaysinwhich“clevergirls”self-authorwithinthediscourseorderofahighabilitygroup,,onlyoneofwhom(Anna)choosestocontinuewithahigherlevelofmathematics(mathematicsforscience),weconsiderthewaysinwhichtheymanagebeingmembersofthe“smartgroup”.WeanalyseinparticularthestoryingofAnnaasa“nerd”andthesocialcostofbeinga“clevergirl”’:addressinggirls’participationinmathematicsinNorwayUntilthemid-1990s,muchresearchfocusedonthefactthatgirlsscoredlowerthanboysinmathematics(Paechter,2001),buttodayweseenosignificantgenderdifferencesininterna-,wherethisstudytookplace,Nordtvedt(2013)concludedthatPISA2012showednosignificantgenderdifferencesinterms*YvetteSolomony.******@.******@?rgenBraatheen.******@,OsloMet-OsloMetropolitanUniversity,,0130Oslo,Norway2EducationandSocialResearchInstitute,ManchesterMetropolitanUniversity,M202RRManchester,England:..,estochoosingmathe-pulsoryeducation:despiteastrongpublicdiscourseofgenderequalityinNorway,theinternationalpatternofgirls’andwomen’sdecreasingparticipationbeyondthecompulsoryyears(Forgasz,Becker,Lee,&Steinthorsdottir,2010)-authorwithinthediscourseorderofahighabilitygroup:thiscontexthasparticularsignificanceinequity-consciousNorway,,andquestiontheclaimthatintroducingabilitygroupingcanaddressgirls’,studentsbeginninghighschool(grades11and12,ages16–17)mustchoosebetweenvariousbroadstudypathways,;thesocialsciencepathwayrequiresappliedmathematicsforsocialscience,,eventhoughin200948%ofgrade11studentschoosingtheoreticalmathematicsonsciencepathwaysweregirls,havingenteredhighschoolwithonaveragebetterresultsinmathematicsthanboys,theirparticipationbygrade13haddroppedtoonlyabout40%,incontrasttoaround55%inmathematicsforthesocialsciences(Bj?rkeng,2011).LikeningherresultstoTurmo’s(2007)analysisoftheresultsofTIMSS,PISAandPIRLS,Bj?rkeng(2011)concludesthat“althoughgirlsoftenhaveequallygoodscienceresultsasboys,theyhavelessmotivationandpoorerperceptionoftheirskills”(),aviewwhichreappearsinJensenandNordtvedt’s(2013),,especiallyinthesciencesandmathematics(Nissen,Kyed,Baltzer,&Skogen,2012;Skogen&Ids?e,2011).ThisfocushasmajorsignificancewithintheNorwegiancontext,sinceitseducationsystemishistoricallyrootedinasocialdemocraticegalitarianideologywhichhasdeclaredanythingmorethantemporaryabilitygroupingillegal(MinistryofEducationandResearch,1998).,theintroductionofanewcurriculumin2006replacedthepracticeofdifferentiationbydepthandbreadthwithinthewholeclasswith“adjustededucation”forindividualstudents,openinganisingstudentsintoabilitygroups,,ani-sationofscienceandmathematicsteaching,(.,inamovetowards“accelerating”learningratherthantheearlierpolicyfocusondepthandbreadth,orenrichment),theyalsoraisedtheissueofabilitygroupingforthesestudents:Itcanbechallengingforteacherstoprovideanadequateservicetohighperformingstudentswithintheframeworkoftheclassroom,,wheretheyaremotivatedtoworkwith:..Clevergirls’stories:,andsomeasuresshouldbeputinplacethatgivestudentstheopportunitynotonlytomeetotherhighperformingstudents,butespeciallytheirhighperformingpeers.(MinistryofEducationandResearch,2014,,ourtranslation)eptanceofabilitygroupingasapedagogicalnecessity,,however,theongoingpresenceofatraditionalNorwegianeducationalemphasisonthedevelopmentofthe“wholechild”(.,intheirsocialmaturation)munity;thisremnantof“bildung”mighthos,’lowerparticipationinsciencepathways,higherperforminggirlsareamongthosetargetedbythesesuggestions,andwemightaskwhethertheyarewellservedbythislegitimisationofabilitygrouping:howdotheyexperiencebeinginahighabilitygroupintermsoftheirsocialpositioningandthevalueforthemofbeing“goodatmathematics?”2Classroomcultures,genderandidentityinmathematicsAlargebodyofworkidentifiestheroleofschoolculturesinstudents’experiencesofmathematics,,Boaler(1997a,1997b)reportsthathighachievinggirlsexperiencemorestress,anxietyanddissatisfactioninmathematicsclasses,particularlywithinclassroomcultureswhichvaluespeedandapparenteffortlessness(seealsoBoaler,Wiliam,&Brown,2000).Thisdominantclassroomcultureappearstofavourboys,especiallythosein“highersets”,wheregirlsarelikelytofeeloutofplaceandmaydescribeboysasbettermathematiciansthanthemselves(Solomon,2007).Indeed,Bartholomew(2005)notedhowreadilyboysinhigherabilitygroupsenactedaroleof“buddingmathematician”equaltotheteacher,apositionwhichBlack(2004)observedinnascentforminanEnglishprimaryschool,,peerandpopularculturescontributetogirls’potential(self)exclusionfrommathematicsbydefiningitasamasculinespace,,Mendick(2005)arguedthatdominantdiscourses“irlsandwomanfortablewithmathematicsandsotochooseitanddowellatit”(–217).Walls(2009)arguedcorrespondinglythatgirlsandwomeninmathematics“arerequiredtodonacloakofinvisibilitythataffordsthemtemporarystatusashonorarymalesinamaledomain”().Alternatively,theymaypositionthemselvesattheperipheryofclass-roomdiscourseinanalternativemodeofinvisibility(Rodd&Bartholomew,2006).-irculationofgenderequalityandequalopportunitydiscourseswhichitshareswithotherScandinaviancountries(seeWedege,2007).Reportingongirls’andwomen’sparticipationinSweden,BrandellandStaberg(2008)notethatdespite“afairlygoodrecordconcerninggenderequity”(),prise38%ofstudentsinintensivemathematicsprogrammesinuppersecondaryschool,droppingto:..%atundergraduateand26%-asz’s(2002)Whoandmathematicsscale,,positiveaspectsofmathematics(enjoyingchallengeandinterest)-gationofsub-groupsinthesamplerevealedthattheseresultswereduetoboys’muchstrongeradherencetotheseperceptions,butbothgirlsandboyssawnegativeaspects(findingmath-ematicsboringanddifficult),Szabo(2017),WithandSolomon’s(2014)small-scalequalitativestudysuggeststhatequitydiscoursesinNorwayappeartohavelittleimpactonuppersecondaryschoolstudents;theyfoundthatgirlsstillpositionedthemselveswithindiscoursesofabilityandgender,as“just”hardworkers,echoingBrandellandStaberg’(2014),theywereanxiousnottodevalueotherstudentsorsetthemselvesabovethem—potentiallyinvokingtheScandinavian“LawofJante”(Sandemose,2000),essandachievement,,weexploregirls’accountsofbeinginahighabilityclassroom,-ularonthepositioningofonegirlasa“nerd”asindicativeofthesocialcostofbeinga“clevergirl”.Wearguethatcurrentpolicymovementstowardsusingabilitygroupinginordertoenhanceparticipationandengagementaremisguidedandpotentiallycounterproductive,failingtoaddressthediscoursesthatcreateconditionsinwhichgirlsmustnegotiatethedelicatebalancebetweenbeingfemaleandbeinggoodatmathematics,despiteNorway’’experiencesofschoolmathematics,andofhighabilitygroupsinparticular,ourfocusinthispaperisonthewaysinwhichtheynarratethemselves—andeachother—as“goodatmathematics”.Holland,LachicotteJr,Skinner,&Cain’s(1998)conceptofa“figuredworld”—“asociallyandculturallyconstructedrealmofinterpretationinwhichparticularcharactersandactorsarerecognized,significanceisassignedtocertainacts,esarevaluedoverothers”()—’s(1990)recognitionofthepositionalpowerofmajorstructuressuchasclassandgender,’s(1978)focusonourmanipulationofculturalresources:thestories,’s(1981)conceptof“self-authoring”,“tell”ourselvesandotherswhoweare,bydrawing:..Clevergirls’stories:thegirltheycallanerd81onourownhistoriesorculture,withintheframeworkofthediscoursesthatinfluenceourlives:,whereparticipantstakeupdifferentroleswhichdefinewhotheyareinrelationtoeachother—,andisconstitutedby,circulatingstorieswhichfeedindividuals’figurative(narrativised)identi-ties—identitieswhicharepredicatedon,orendorsedby,culturalmodelsof“who’swho”—afiguredworldisnotfixed,andourpositioningofselfisnotstatic,butfluid:itreflectsandcontributestothesense-makingstorieswhichcirculatewithintheworld(Solomon,2012;Solomon,Radovic,&Black,2016).DrawingonJ?rgensenandPhillips’(2002)useoftheconceptofdiscourseorder,wecanextendthisunderstandi