Equal but Different: contradictions in the development of gender identity in the 1990s

Volman, Monique; Dam, G.T.M. ten

doi:10.1080/0142569980190405

Cited by 43 publications

(25 citation statements)

References 15 publications

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“…How does 'being critical' fit in with their identity? Knowing about a subject or topic is not sufficient for a student to want to participate in the community of practice which that subject represents (see Volman & ten Dam, 1998). We can assume that the same applies to critical thinking.…”

Section: Discussionmentioning

confidence: 99%

Critical thinking as a citizenship competence: teaching strategies

Dam

Volman

2004

Learning and Instruction

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350

133

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General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. AbstractThis article is about enhancing critical thinking as a crucial aspect of the competence citizens need to participate in society. First empirical research into the question which instructional strategies are 'effective' in enhancing critical thinking is reviewed. Characteristics of instruction that are assumed to enhance critical thinking are: paying attention to the development of the epistemological beliefs of students; promoting active learning; a problem-based curriculum; stimulating interaction between students; and learning on the basis of real-life situations. Research has failed to prove the effectiveness of programs especially devised to improve critical thinking (higher-order) skills. In the second part of this article, the various proposals for instructional formats for critical thinking are discussed from a social constructivist point of view. Learning to think critically is conceptualized as the acquisition of the competence to participate critically in the communities and social practices of which a person is a member. If education is to further the critical competence of students, it must provide them with the opportunity at the level of the classroom and the school to observe, imitate and practice critical agency and to reflect upon it. Learning contexts must be chosen which students can make sense of and in which they can develop a feeling of responsibility for the quality of the practice in question.

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Section: Discussionmentioning

confidence: 99%

Critical thinking as a citizenship competence: teaching strategies

Dam

Volman

2004

Learning and Instruction

Self Cite

350

133

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“…For example, males are considered to be more logical than females (Sumpter, 2008), mathematics is considered a male dominated course. It is in this context that boys and girls develop their gender identities by facing, often contradictory, images and negotiate them to a personal identity (Volman& Ten Dam, 1998). As stated earlier, many students in the senior secondary school perceive mathematics as a male domain (Brandell & Staberg, 2008), which means that the structure, the symbols and the identity are all more likely to be pro-male.…”

Section: Introductionmentioning

confidence: 99%

Gender, Need-Achievement and Assertiveness as Factors of Conceptions about Math among Secondary School Students in Ogun State, Nigeria

Oladipo¹,

Arigbabu²,

Kazeem³

2012

RES

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This study investigated the influence of Gender, need-achievement and assertiveness on conceptions about math among senior secondary school students in Ijebu-Ode Local government area of Ogun state. Using an ex-post facto survey research design and multiple sampling methods, a total of 350 participants participated in the study. 127 (36.3%) were male, 223 (63.7%) were female. 150 (42.9%) were from female only schools, 150 (42.9%) were from co-educational schools and 50 (14.3%) from male only schools. Validated scale was used for data collection. The two hypotheses stated were rejected based on statistical insignificance. There was no significant relationship among gender, need achievement, assertiveness and conceptions. It thus follows that there are other variables, (apart from the ones that were considered in this study) that significantly influence conceptions about mathematics among secondary school students. Attention should therefore be focused on further studies in this area, in order to be able to pigeon-hole the factors that may account for the different conceptions about math, so that right measures will be applied to help students change the wrong conceptions and be better in mathematics as a school subject.

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“…The ideas and conceptual framework, which have been used to study the issue of gender inequality within the contours of the e ¶ ective schools research until now (school careers, disadvantage, achievements), are not geared towards the analysis of inequality at the identity level and hence the formulation of initiatives for appropriate strategies for equal opportunities. We are of the opinion that research on gender inequality today must focus on gaining insight into the meaning of gender, gender di ¶ erence, gender inequality, and equal opportunities for the present generation of pupils (Volman & Ten Dam, 1998). As already stated, such research (qualitative research) on the attribution of meaning by pupils does not fall within the eld of the ''e ¶ ective schools programme''.…”

Section: Leeway Of Qualitative Researchmentioning

confidence: 99%