Girl Trouble: Not the Ideal Neoliberal Subject

Paule, Michele

doi:10.1007/978-3-030-00770-6_4

Cited by 1 publication

(2 citation statements)

References 35 publications

(8 reference statements)

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“…Girlhood studies researchers have conceptualised an academically-successful, highperforming girl identity using various terms including smart girl, successful girl, supergirl, can-do girl, future girl, and alpha girl [20,23,[36][37][38]. They argue that gifted and talented initiatives encourage students to identify as individually ambitious, competitive, selfresponsible, and self-determined [37]. As a result, current discourses about female success omit structural barriers and "invisible relations of dominance" (p. 234).…”

Section: Emphasis On the Individualmentioning

confidence: 99%

“…In relation to career expectations, literature from girlhood studies argues that the successful girl discourse prevails as they have been repositioned as ideal workers for the labour market and "women's and girls' lives have become visibly de-traditionalised" [51] (p. 210) with pathways no longer centred around domestic expectations. McCall [21] and Paule [37] identify teenage girls' deep concerns about their future career paths and the job market, often punctuated with anxieties about entering into appropriate college courses. As such, successful girls are committed to high academic achievement and extracurricular commitment in their secondary school years in order to ensure exceptional career pathways [20,21].…”

Section: The Persistent Influence Of Sex-role/gender-role Stereotypingmentioning

confidence: 99%

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Welcome to the Table: A Bourdieusian Take on Gifted New Zealand Young Women

2021

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The field of gifted and talented studies has its origins in the intelligence quotient research of the late 19th and early 20th century. These psychological foundations remain a strong influence even though the field has since expanded to include other paradigms and greater diversity in conceptions of giftedness and talent. Some researchers argue that the field could benefit from greater interdisciplinary engagement, especially in studies of gifted and talented girls, which tend to include a focus on how gifted girls’ external environments influence their emotional worlds. This article proposes that concepts developed by critical sociologist Pierre Bourdieu are useful for expanding and deepening understandings of the internal and external worlds of gifted and talented girls. It offers evidence from a recent qualitative study with academically gifted and talented teenaged girls in New Zealand. The results highlighted the marginalised position of the gifted and talented identity and the privileging of identities that were based on dispositions versus innate ability. The study also identified a hierarchy of valued forms of capital within the teenage girl social landscape and a resulting theorisation of an empowered gifted and talented girl habitus. This article demonstrates how Bourdieu’s work is a constructive addition to the field.

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