TitleEquity and power in classroom discourse
NameKing, Carol M. (Carol Mary) (author), Boling, Erica (chair), Rowsell, Jennifer (internal member), Ryan, Sharon (internal member), Strickland, Dorothy (internal member), Josephson, Jyl (outside member), Rutgers University, Graduate School - New Brunswick,
Literature--Study and teaching
DescriptionThe purpose of this qualitative study was to explore the way in which two ninth grade English Honors teachers discussed the same literary textbook, their beliefs about gender, how their students responded to the discussion about the text, and some of the ways in which the classroom discourse positioned students in a classroom. Data collection involved: textual analysis, observation of two English classrooms, and teacher interviews. My analysis revealed that the teachers taught the text in very different ways and in a manner that tended to reflect their beliefs about gender. Also, the students in both classes failed to recognize gender bias except regarding rape and infidelity. While the boys in both classes were generally placed in a more powerful position than were the girls, when the conversation involved rape, the girls were positioned more powerfully than were the boys. Further research might include observing teachers with similar views on gender, and including student interviews.
NoteIncludes bibliographical references (p. 255-260)
Noteby Carol Mary King
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.