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Acceptance as a normative aspect of the process of coming to understand emotionally charged concepts : upper-secondary school students make meaning of gender.
Tag	Description
001	$ 75613
013	$aUPS BIBL CENTR 39-C-451
100	$aTROSTEK, J.R.
245	$aAcceptance as a normative aspect of the process of coming to understand emotionally charged concepts :$bupper-secondary school students make meaning of gender.$hParte componente di periodico
300	$app. 381-398
500	$aEstratto da: Scandinavian Journal of Educational Research 2016, 60, 4
520	$aPrevious research on how students’ acceptance of emotionally charged theories relates to their understanding is based on the measurement of acceptance and understanding as two separate variables. As an alternative, the present study takes a qualitative approach with the aim of exploring what 24 upper-secondary school students accept when they come to understand the concept of gender and how to justify gender-related statements. The results show how the students accept ideas about social structures, power, and emancipation, as well as ideas about essences, individual independence, and a natural order. As for their justifications, they accept ideals of equality and objectivity. By assuming that the ideas have positive connotations for the students, it becomes possible to understand them as engaged in negotiating norms that are brought to the fore in the interviews.
653	$aRICERCA.
655	$aSTUDENTI.
655	$aSCUOLA SUPERIORE.
655	$aSVEZIA.
655	$aAUTONOMIA.
655	$aIDENTITÀ DI GENERE.
655	$aIDENTITÀ.
655	$aNORMA.
658	$aPedagogico.
658	$aPsicologico.
740	$aScandinavian Journal of Educational Research 2016, 60, 4
856	$uhttps://doi.org/10.1080/00313831.2015.1018318$3Scheda articolo