gender and engagement in a jobsite classroom
TRANSCRIPT
DOCUMENT RESUME
ED 398 027 RC 020 683
AUTHOR Kozolanka, KarneTITLE Gender and Engagement in a Jobsite Classroom.PUB DATE 95NOTE 26p.; In: Experience and the Curriculum; see RC 020
678.
PUB TYPE Reports Research/Technical (143) Viewpoints(Opinion/Position Papers, Essays, etc.) (120)
EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Curriculum Evaluation; *Experiential Learning;
*Females; Field Experience Programs; FieldInstruction; Foreign Countries; High Schools; HighSchool Students; Self Concept; *Sex Differences; SexRole; *Student Attitudes; *Vocational Education
IDENTIFIERS *Gender Balancing (Curriculum); *StudentEngagement
ABSTRACTThis chapter examines the attitudes of students on a
building-trades course to explore the interacting ideas ofengagement, gender identity, and experience. The house buildingcourse integrated several high school technological subjects withEnglish. Students granted intPrviews and aliowed access to theirjournals, written as part of their English credit. Particularattention is paid to the lived experiences of the 4 women among 20men in the class. Three themes emerged from the females' experiences.A primary concern of the women was interpersonal relationships,evidenced by more frequent journal writing, defining their roles interms of their relationships with others, and their perceptions oftheir ability to make positive contributions to the class. The secondtheme was self-esteem. Journal entries showed that the women weregreatly concerned about what others thought of their skills. Womenexhibited low self-esteem and tended to think of themselves aslacking in capabilities. The third theme was sexism and harassment,which was both subtle and overt, and often in the form of "goodnatured fun." The primary concern for males was the ability to do thejob; other concerns were addressed in the context of getting the jobdone. These findings raise questions about how curriculum could beredesigned to accommodate the learning perspectives and needs ofwomen. A broader discussion then focuses on the tensions betweenutilitarian education that emphasizes work preparation, and educationfor personal development that questions the legitimacy of prevailingsocial roles. Contains 28 references. (TD)
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6
GE
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ER
AN
D E
NG
AG
EM
EN
TIN
A J
OB
SIT
E C
LAS
SR
OO
M
Kar
ne K
ozol
anka K
arne
Koz
olan
ka is
a jo
urne
yman
car
pent
er tu
rned
teac
her.
He
was
edu
cate
d in
his
trad
es th
roug
h ap
pren
-tic
eshi
p, a
t Aca
dia
Uni
vers
ity, a
nd la
ter
with
an
ME
dfr
om Q
ueen
's U
nive
rsity
. Kar
ne h
as p
ublis
hed
seve
ral
artic
les
on th
e na
ture
of
expe
rien
ce in
tech
nolo
gica
led
ucat
ion.
He
teac
hes
at th
e Fa
culty
of
Edu
catio
n,U
nive
rsity
of
Reg
ina.
In th
is c
hapt
er, K
arne
dra
ws
on h
is s
tudy
of
stu-
dent
s on
a b
uild
ing-
trad
es c
ours
e to
exp
lore
the
inte
r-ac
ting
idea
s of
eng
agem
ent,
gend
er id
entit
y, a
ndex
peri
ence
. He
pays
par
ticul
ar a
ttent
ion
to th
e vo
ices
of 4
wom
en in
a c
iass
of
20 m
en a
s he
gra
pple
s w
ithth
e te
nsio
ns b
etw
een
utili
tari
an e
duca
tion
on th
e on
eha
nd a
nd e
duca
tion
for
pers
onal
dev
elop
men
t on
the
othe
r. I
n do
ing
thes
e th
ings
, he
conn
ects
us
to th
e re
le-
vant
lite
ratu
re a
nd s
how
s w
here
muc
h m
ore
wor
kne
eds
to b
e do
ne, b
oth
in u
nder
stan
ding
pra
ctic
e an
d in
deve
lopi
ng th
eory
. 693
70C
hapt
er 6
The
hou
se is
two
stor
ies
high
with
aro
of th
at s
lope
s in
fou
rdi
rect
ions
. It i
s pa
rtia
lly c
over
ed f
rom
the
botto
m u
p w
ith s
hing
les
and
figu
res
wea
ring
yel
low
har
d ha
ts.
The
roo
f ov
er th
e w
rap-
arou
nd p
orch
is a
lmos
t com
plet
ely
shin
gled
and
the
figu
res
ther
ear
e be
nt o
ver
on th
eir
knee
s. T
wo
side
s of
the
hous
e an
gle
away
at
the
corn
er a
nd a
re in
the
proc
ess
ofbe
ing
cove
red
as w
ellw
ithsi
ding
inst
ead
of s
hing
les.
One
sid
e is
flan
ked
with
sca
ffol
ds o
nw
hich
are
sta
cked
long
bun
dles
of
sidi
ng.
Her
e, to
o, th
e si
ding
iscr
eepi
ng u
p th
e w
all,
the
grey
vin
ylco
ntra
stin
g sh
arpl
y w
ith th
e
roug
h te
xtur
e of
gol
d-co
lour
ed w
afer
boar
d.B
ehin
d a
rust
y H
onda
Civ
ic, s
till p
artia
lly lo
aded
with
tool
s an
d co
rds,
are
thre
e st
uden
ts
lean
ing
over
an
alum
inum
ben
ding
-and
-cut
ting
mac
hine
. Tw
o of
them
are
hol
ding
a lo
ng, w
ide
piec
eof
alu
min
um a
nd th
e th
ird
ispu
lling
dow
n on
the
hand
le. O
n th
e fa
rsi
de, a
mid
-mor
ning
del
iv-
ery
from
the
lum
ber
yard
has
just
dum
ped
a lo
ad o
f lu
mbe
r on
toth
e
mus
hy g
roun
d. O
ne s
tude
nt is
alr
eady
hand
ing
2x4s
in th
roug
h th
eba
sem
ent w
indo
w, a
s tw
o ot
hers
are
look
ing
over
the
invo
ice
with
the
driv
er o
f th
e tr
uck.
The
sce
ne is
like
an
ant c
olon
yeve
ryon
ebu
stlin
g ab
out,
inte
nt o
n on
e ta
sk o
r an
othe
r.
It's
a jo
bsite
, but
it's
a c
lass
room
too.
Jus
t as
ever
yjo
bsite
has
its
wor
kers
, thi
s cl
assr
oom
has
stu
dent
s. I
nfa
ct, a
t the
beg
inni
ng o
f th
ese
mes
ter,
ther
e w
asn'
t eve
n a
clas
s"r
oom
"onl
y a
hole
in th
egr
ound
. To
a pa
sser
-by,
it w
ould
see
m to
be a
site
with
a lo
t of
wor
kers
muc
h m
ore
than
the
usua
l num
ber.
Loo
king
clo
ser,
one
wou
ld a
lso
see
that
the
wor
kers
are
n't a
llm
ale
eith
er; t
here
are
at
leas
t fou
r fe
mal
es v
isib
le...
.Sc
enes
like
this
are
bec
omin
g m
ore
typi
cal i
n m
ains
trea
mse
cond
ary
scho
olin
g. T
his
part
icul
arbu
ildin
g-tr
ades
pro
gram
isre
pres
enta
tive
of a
wor
ldw
ide
tren
d in
educ
atio
n to
pro
vide
expe
rien
ces
whi
ch r
efle
ct th
e re
aliti
es o
f lif
e in
the
wor
ld b
eyon
d
scho
ol (
Gib
bons
,19
74,
1976
,19
84; H
orw
ood,
1987
,19
93;
Ont
ario
, 198
9a, 1
989b
, 199
3; W
iggi
nton
,19
85).
Tec
hnol
ogic
alSt
udie
s ha
s lo
ng p
rove
n to
be
fert
ile g
roun
dfo
r th
e es
tabl
ishm
ent o
f
such
exp
erie
ntia
l pro
gram
s. E
xper
ient
iale
duca
tion
and
the
teac
hing
of te
chno
logi
cal s
ubje
cts
have
sim
ilar
root
s, f
or e
xam
ple,
inap
pren
tices
hips
, int
erns
hips
, and
coo
pera
tive
educ
atio
n.
One
suc
h pr
ogra
m w
as s
tudi
ed b
y H
orw
ood
(199
4) in
whi
ch s
tu-
dent
s us
ed a
them
e of
cul
tura
l jou
Tal
ism
toex
plor
e an
d pu
blis
h
Gen
der
and
Eng
agem
ent
71
acco
unts
abo
ut th
eir
com
mun
ity. T
wo
of th
e st
uden
ts, E
mily
Dou
btan
d G
illia
n R
amse
y (1
991)
, exp
ress
ed h
ow it
was
for
them
:
A lo
t of
lear
ning
wen
t on
thro
ugho
ut th
e se
mes
ter
alth
ough
the
appr
oach
was
qui
te d
iffe
rent
fro
m th
e sc
hool
we'
ve b
een
used
to.
The
thin
gs w
e le
arne
d co
uld
not h
ave
com
e ou
t of
a te
xtbo
ok; w
eha
d pr
actic
al e
xper
ienc
e an
d le
arne
d by
doi
ng th
iags
, not
just
by
lis-
teni
ng to
an
expl
anat
ion.
We
lear
ned
valu
able
less
ons
from
our
mis
-ta
kes,
fro
m e
very
thin
g w
e sa
id a
nd d
id, a
nd f
rom
eve
ryon
e w
e ca
me
into
con
tact
with
. Tha
t's w
hat l
ife
is a
ll ab
out.
We
wen
t out
into
the
wor
ld f
or h
alf
a ye
ar a
nd w
e liv
ed. (
p. 2
5)
My
inte
rest
in th
ese
prog
ram
s st
ems
from
my
own
back
grou
nd a
sa
mar
gina
lly e
ngag
ed s
econ
dary
stu
dent
and
my
subs
eque
nt a
war
e-ne
ss o
f th
e po
tent
ial f
or th
ese
new
pro
gram
s to
inte
rest
, mot
ivat
e,an
d, u
ltim
atel
y, e
ngag
e st
uden
ts. I
was
inte
rest
ed in
fin
ding
out
wha
t qua
litie
s w
ere
pres
ent t
hat a
llow
ed s
tude
nts,
in th
eir
wor
ds, t
o"l
earn
val
uabl
e le
sson
s."
Whe
n th
e op
port
unity
aro
se, I
took
par
t in
a ho
use-
build
ing
prog
ram
whi
ch in
tegr
ated
sev
eral
hig
h sc
hool
tech
nolo
gica
l sub
ject
s w
ith E
nglis
h. S
tude
nts
gran
ted
me
inte
r-vi
ews
and
allo
wed
me
acce
ss to
thei
r jo
urna
ls, w
ritte
n as
par
t of
thei
r E
nglis
h cr
edit.
The
ir q
uota
tions
are
mea
nt to
rep
rese
nt a
muc
hla
rger
bod
y of
sim
ilar
mat
eria
l. A
ll na
mes
, of
cour
se, h
ave
been
chan
ged
and
the
text
s us
ed w
ith p
erm
issi
on.
Alth
ough
an
earl
ier
acco
unt (
Koz
olan
ka, 1
993)
dem
onst
rate
s th
atbo
th th
e w
omen
and
men
wer
e en
gage
d at
dif
fere
nt le
vels
innu
mer
ous
and
vari
ed a
ctiv
ities
, thi
s di
scus
sion
foc
uses
mor
e sp
ecif
-ic
ally
on
enga
gem
ent a
s it
rela
tes
to th
e de
velo
pmen
t of
one'
s ge
n-de
r id
entit
y. C
lose
ly r
elat
ed to
the
expe
rien
ces
of th
ese
adol
esce
ntan
d ad
ult w
omen
are
issu
es th
at im
pact
the
enga
gem
ent p
atte
rns
ofm
en a
s w
ell.
I be
gin
with
a d
iscu
ssio
n of
eng
agem
ent f
ollo
wed
by
an in
terp
reta
tion
of th
e liv
ed e
xper
ienc
es o
f m
ale
and
fem
ale
stu-
dent
s on
the
jobs
ite a
s th
ey r
elat
e to
gen
der
issu
es. I
then
re-
fram
eth
ese
inte
rpre
tatio
ns in
a c
ritiq
ue in
form
ed b
y cr
itica
l ped
agog
y,an
d fi
nally
, dis
cuss
som
e im
plic
atio
ns f
or p
ract
ice. 5
72C
hapt
er 6
711
Eng
agem
ent
Eng
agem
ent i
s a
diff
icul
t ter
m to
def
ine.
Whi
le th
e O
xfor
d di
c-tio
nary
(A
llen,
199
0) p
rovi
des
som
e as
sist
ance
and
a lo
gica
l sta
rt-
ing
poin
t, it
seem
s th
at th
e te
rm c
an h
ave
conf
usin
g m
eani
ngs.
For
exam
ple,
a s
tude
nt w
ho h
as c
ome
into
bat
tle w
ith th
e sc
hool
sys
tem
and
is in
con
stan
t tro
uble
cou
ld b
e as
intim
atel
y en
gage
d as
an
hono
urs
stud
ent.
The
sam
e co
uld
hold
true
for
one
who
is ju
st ta
k-in
g pa
rt. E
ngag
emen
t can
, it s
eem
s, b
e at
eith
er e
nd o
f a
scal
e w
hich
coul
d ra
nge
from
ope
n ho
stili
ty to
fri
endl
y co
llabo
ratio
n.E
ngag
emen
t can
als
o be
und
erst
ood
in te
rms
of w
hat C
siks
zent
-m
ihal
yi (
1975
) ca
lls th
e ex
peri
ence
of
"flo
w,"
in w
hich
peo
ple
are
part
icip
atin
g in
act
iviti
es th
ey f
ind
intr
insi
cally
enj
oyab
le a
nd "
out-
side
the
para
met
ers
of w
orry
and
bor
edom
" (p
. 35)
. Lite
ratu
re f
rom
expe
rien
tial e
duca
tion
also
pro
vide
s so
me
help
in d
efin
ing
wha
ten
gage
men
t in
scho
ol is
abo
ut. P
roud
man
(19
92)
desc
ribe
sex
peri
-en
tial e
duca
tion
as a
set
of
rela
tions
hips
. Gib
bons
(19
76)
and
Jam
es(1
968)
eac
h ou
tline
a v
isio
n of
stu
dent
exp
erie
nces
at d
iffe
rent
rel
a-tio
nal l
evel
s. W
here
Pro
udm
an id
entif
ies
the
axes
of
rela
tions
hip
asin
divi
dual
to s
elf,
to th
e te
ache
r, a
nd to
the
lear
ning
env
iron
men
t,G
ibbo
ns r
each
es f
urth
er a
nd id
entif
ies
the
pers
onal
, int
erpe
rson
al,
and
impe
rson
al le
vels
. Jam
es, h
owev
er, d
escr
ibes
thre
e m
odes
of
activ
e en
gage
men
t with
the
envi
ronm
ente
nqui
ry, d
ialo
gue,
and
mak
ingw
hich
can
als
o be
und
erst
ood
as r
elat
iona
l ter
ms.
Enq
uiry
repr
esen
ts f
orm
al in
vest
igat
ion;
dia
logu
e de
pict
s a
kind
of c
urio
usan
d sp
ecul
ativ
e w
onde
ring
; mak
ing
is c
reat
ive,
pro
duct
ive
activ
ityw
hich
is th
e cu
lmin
atio
n of
enq
uiry
and
dia
logu
e. I
t is
thes
e re
la-
tiona
l des
crip
tions
that
hel
p to
for
mul
ate
a de
fini
tion
of e
ngag
e-m
ent w
hich
, sim
ply
stat
ed, i
s be
ing
emot
iona
lly in
volv
edw
ithin
the
subs
tanc
e of
an
activ
ity, w
here
em
otio
nal i
nvol
vem
ent s
ugge
sts
som
e ki
nd o
f in
timat
e co
ntac
t with
oth
ers
and
phen
omen
a. T
his
intim
ate
cont
act w
ould
res
ult i
n so
me
kind
of
soci
al o
r te
chni
cal
artif
act:
for
exam
ple,
new
und
erst
andi
ng r
epre
sent
ed in
som
e co
n-cr
ete
man
ner.
6
Gen
der
and
Eng
agem
ent
73
Live
d E
xper
ienc
es in
the
Pro
gram
Bei
ng f
emal
e an
d co
min
g to
scho
olin
this
seco
ndar
y,te
chno
logi
cal-
stud
ies
prog
ram
was
a d
iffe
rent
exp
erie
nce
from
that
of th
e m
ales
in th
e pr
ogra
m. N
ever
thel
ess,
in g
ener
al, t
he f
emal
esw
orke
d w
ith th
e m
ales
doi
ng s
imila
r ta
sks.
The
re w
ere
som
eex
cept
ions
; for
exa
mpl
e, f
emal
es d
id n
ot s
pend
a lo
t of
time
doin
gth
e hi
gh w
ork
on th
e ro
of. B
ut n
eith
er d
id a
ll of
the
mal
es. W
hile
the
stor
ies
of e
ach
of th
e 4
fem
ales
(am
ong
20 m
ales
) in
the
prog
ram
are
dif
fere
nt a
nd u
niqu
e, g
ener
al th
read
s em
erge
d fr
omth
eir
expe
rien
ces
that
cor
robo
rate
som
e of
the
liter
atur
e in
fem
inis
tth
eory
. Of
the
four
, the
two
adul
ts k
ept e
xten
sive
jour
nals
on
are
gula
r ba
sis.
The
two
adol
esce
nt w
omen
wro
te le
ss, b
ut s
till a
subs
tant
ial a
mou
nt m
ore
than
thei
r m
ale
clas
smat
es. A
ll fo
ur h
elpe
dto
sha
d so
me
light
on
wha
t lif
e w
as li
ke a
s a
fem
ale
wor
king
and
stud
ying
in th
e pr
ogra
m. W
hat e
mer
ged
wer
e th
ree
them
es. T
hejo
urna
ls o
f th
e fe
mal
es r
efle
cted
a p
rim
ary
conc
ern
and
atte
ntio
n to
inte
rper
sona
l rel
atio
nshi
ps. T
he tw
o ot
her
them
es w
ere
self
-est
eem
,an
d se
xism
and
har
assm
ent.
Rel
atio
nshi
p in
tere
sts
perm
eate
d th
eir
jour
nal e
ntri
es a
nd c
onve
rsat
ions
with
me:
The
who
le d
ay w
ent r
eally
wel
l. It
see
med
like
eve
ryon
e pa
rtic
i-pa
ted
in s
omet
hing
...
. I f
elt r
eally
pro
ud w
hen
we
put u
p th
e pa
rt-
ing
wal
l. I
alm
ost f
elt l
ike
cryi
ng. I
t was
a v
ery.
happ
y m
omen
t for
me.
(Su
san
jour
nal 1
, p. 2
0)
I fe
el th
is ty
pe o
f en
viro
nmen
t and
type
s of
act
iviti
es le
t a p
erso
n be
them
selv
es. M
y fi
rst o
pini
ons
of s
ome
spec
ific
peo
ple
has
real
lych
ange
d.
..ye
ster
day,
I h
ad r
eally
neg
ativ
e fe
elin
gs a
bout
taki
ngth
e co
urse
. Tra
cy k
new
eve
rybo
dyI
ofte
n fe
lt le
ft o
ut. (
Aim
eejo
urna
l 1, p
. 1)
The
eng
agem
ent o
f th
e fe
mal
es in
this
pro
gram
can
be
mea
sure
din
par
t by
the
degr
ee th
at th
e pr
ogra
m a
llow
ed th
e w
omen
to e
xper
i-en
ce a
nd e
xpre
ss r
elat
iona
l nee
ds. A
ccor
ding
to G
illig
an (
1982
),w
omen
hav
e di
ffer
ent d
evel
opm
enta
l nee
ds th
an m
en. I
'm w
onde
r-in
g if
this
par
ticul
ar p
rogr
am m
et th
e re
latio
nal n
eeds
of
the
wom
enen
rolle
d:
7
74C
hapt
er 6
As
Freu
d an
d Pi
aget
cal
l our
atte
ntio
n to
the
diff
eren
ces
inch
il-dr
en's
fee
lings
and
thou
ght,
enab
ling
us to
res
pond
to c
hild
ren
with
grea
ter
care
and
res
pect
, so
a re
cogn
ition
of
the
diff
eren
ces
inw
omen
's e
xper
ienc
es a
nd u
nder
stan
ding
exp
ands
our
visi
on o
fm
atur
ity a
nd p
oint
s to
the
cont
extu
al n
atur
e of
dev
elop
men
tal t
ruth
s.(G
illig
an, 1
982,
p. 1
74)
Jour
naiii
ng, i
nter
view
s, a
nd o
bser
vatio
ns o
f th
e w
omen
rev
eale
da
conc
ern
for
the
man
ner
in w
hich
the
job
was
bei
ng d
one,
who
was
getti
ng a
long
with
who
m, a
nd h
ow th
ey f
elt a
bout
thei
r co
ntri
bu-
tions
and
sen
se o
f pl
ace
in th
e cl
ass.
Of
cour
se, t
heir
con
cern
s w
ere
not l
imite
d to
rel
atio
nal i
ssue
s al
one
(for
exam
ple,
they
wer
e al
soco
mm
itted
to f
inis
hing
the
hous
e by
the
end
of th
e se
mes
ter)
, but
rela
tions
hips
pla
yed
a ce
ntra
l par
t in
thei
r ex
peri
ence
s. A
num
bero
fex
ampl
es e
mer
gedm
ore
freq
uent
and
inte
nse
use
of jo
urna
lling
,fe
mal
es d
efin
ing
thei
r ro
les
in te
rms
of th
eir
rela
tions
hips
with
oth
-
ers,
and
how
the
wom
enpe
rcei
ved
them
selv
es a
s pe
rson
s ca
pabl
eof
mak
ing
posi
tive
cont
ribu
tions
to th
e cl
ass.
The
sec
ond
them
e w
as s
elf-
este
em. T
his
was
als
o lin
ked
tore
la-
tiona
l iss
ues.
The
two
mat
ure
wom
en in
the
prog
ram
exp
ress
ed s
ur-
pris
e an
d de
light
a n
umbe
r of
tim
es w
hen
told
in o
ne w
ay o
ran
othe
r th
at th
eir
wor
k w
as a
ppre
ciat
ed b
y ot
hers
:
Whe
n I
was
dec
idin
g w
heth
er o
r no
t I w
ante
d to
take
this
pro
gram
, Iw
as r
eally
afr
aid
that
I w
ould
n't f
it in
or
the
grou
p w
ould
hav
e th
eir
own
little
cliq
ues.
Tha
nks
Bri
an f
or le
tting
me
in. P
aul,
than
ks to
you
too
for
telli
ng D
an I
was
the
best
nai
ler.
(Sus
an jo
urna
l 1, p
p. 1
10)
The
boa
rd th
at I
had
bee
n w
orki
ng o
n w
as le
anin
g up
aga
inst
the
wal
l and
Dav
e pi
cked
it u
p an
d ha
nded
it u
p to
the
guys
on
the
roof
.M
iche
l sai
d, "
Who
cut
that
?" A
nd s
omeo
ne s
aid,
"H
elen
did
." T
hen
som
eone
els
e sa
id, "
Wel
l if
Hel
en d
id it
I b
et it
'sal
l rig
ht, s
o le
t'sju
st p
ut it
in."
So
thcy
did
and
it f
it! N
one
of th
em k
new
I w
as li
sten
-in
g fr
om d
own
belo
w. O
ne p
art o
f m
e sa
id, "
Oh,
they
're b
eing
sar
-ca
stic
," a
nd th
e ot
her
said
, "M
aybe
I'm
not
that
bad
aft
er a
ll."
(Hel
en jo
urna
l 1, p
. 39)
Wha
t the
oth
ers
on th
e si
te th
ough
t abo
ut th
eir
skill
s re
ally
mat
-te
red
to th
e fe
mal
es. I
f th
ese
thin
gs d
id m
atte
r to
the
mal
es, f
or
8
Gen
der
and
Eng
agem
ent
75
som
e re
ason
u),
did
not
wri
te o
r ta
lk o
penl
y ab
out t
hem
.A
noth
erdi
stin
ct d
iffe
renc
e be
twee
n th
e ge
nder
s w
as th
e fe
mal
es' i
nclin
atio
nto
inte
rnal
ize
prob
lem
s. A
t one
poi
nt e
arly
in th
e se
mes
ter,
Aim
eew
as q
uite
fru
stra
ted
whe
n sh
e th
ough
t she
was
not
bei
ng ta
ken
seri
-ou
sly
by th
e te
ache
rs in
the
assi
gnm
ent o
f ta
sks.
In
the
follo
win
gex
cerp
t, w
e se
e ho
w s
he q
uest
ions
her
abi
lity
to m
ake
deci
sion
s, h
erpa
tienc
e, a
nd h
er s
kill
leve
l:
Onc
e ag
ain
I w
as q
uest
ioni
ng m
ysel
f as
to w
hat I
'm d
oing
out
in th
efr
eezi
ng c
old
at 8
a.m
. bui
ldin
g a
hous
e!!!
???
Thi
s m
orni
ng s
uch
asev
ery
othe
r m
orni
ng w
as h
orri
ble.
I s
eem
to h
ave
no p
atie
nce.
Ial
way
s se
em to
be
stuc
k do
ing
men
ial t
asks
. (A
imee
jour
nal 1
, p. 1
5)
Non
e of
the
mal
es r
efle
cted
a s
imila
r pr
oces
s of
sel
f-do
ubt.
The
yse
emed
to p
roje
ct u
ncer
tain
ty a
nd p
robl
ems
onto
som
eone
or
som
e-th
ing
else
. In
thei
r ex
plor
atio
n of
wom
en's
way
s of
kno
win
g,B
elen
ky, C
linch
y, G
oldb
erge
r, a
nd T
arul
e (1
986)
rep
ort t
hat "
Som
ew
omen
wer
e so
con
sum
ed w
ith s
elf-
doub
t tha
t the
y fo
und
it di
ffi-
cult
to b
elie
ve a
teac
her's
pra
ise,
esp
ecia
lly w
hen
the
teac
her
was
am
an"
(p. 1
97).
Jou
rnal
ent
ries
and
inte
rvie
ws
with
the
fem
ales
of
this
pro
gram
sho
w a
tend
ency
for
them
to th
ink
of th
emse
lves
as
lack
ing
in c
apab
ilitie
s an
d no
t wor
th m
uch.
Thi
s is
impo
rtan
tbe
caus
e a
pers
on w
ho f
eels
that
she
is o
f le
ss v
alue
than
mal
es, f
orin
stan
ce, w
ould
not
be
likel
y to
cha
lleng
e th
e st
atus
quo
in a
mix
edgr
oup.
It i
s po
ssib
le th
at s
he w
ould
be
perc
eive
d as
a r
adic
al, c
hal-
leng
ing
exis
ting
soci
al o
rder
s. A
imee
took
a lo
ng ti
me
to te
ll th
ete
ache
rs th
at s
he w
as n
ot h
appy
del
egat
ed to
men
ial w
ork.
Whe
nsh
e di
d, it
was
indi
rect
ly th
roug
h he
r jo
urna
l. H
elen
's f
irst
rea
ctio
nto
the
com
men
ts b
y he
r m
ale
co-w
orke
rs w
as to
thin
k th
at th
eyw
ere
bein
g sa
rcas
tic. H
elen
was
str
eet s
mar
t and
wis
e in
the
give
and
take
of
the
jobs
ite, y
et d
espi
te h
er li
fe e
xper
ienc
e an
d ol
der
age,
she
ofte
n qu
estio
ned
her
role
on
the
site
:
So it
see
ms
ever
y jo
b I
get l
atel
y ha
s be
en w
hat I
'd c
onsi
der
a th
ink-
ing
job
and
I ha
ve h
ad to
do
it m
ysel
f, w
hich
is b
egin
ning
to a
nnoy
me.
Som
ctim
es I
get
so
frus
trat
ed I
wan
t to
just
wal
k aw
ay f
rom
it.
I'm s
ure
if I
was
wor
king
with
som
eone
els
e I
coul
d at
leas
t bou
nce
idea
s of
f th
em to
get
thei
r im
pact
. I'm
als
o w
onde
ring
if e
very
one
9
76C
hapt
er 6
has
said
to D
an th
at th
ey d
on't
wan
t to
wor
k w
ith m
e. M
aybe
I'm
just
bei
ng p
aran
oid.
(H
elen
jour
nal 1
, p.
32)
Eve
n th
ough
Hel
en w
onde
red
if h
erse
lf-d
oubt
s w
ere
para
noia
, she
was
rio
t abl
e to
see
that
she
was
cle
ver
and
the
teac
hers
reco
gnis
ed
her
abili
ty to
han
dle
"thi
nkin
g"jo
bs.
The
thir
d th
eme
was
sex
ism
and
har
assm
ent.
The
se c
ould
be
both
subt
le a
nd o
vert
. Oft
en it
was
inth
e fo
rm o
f w
hat i
s ca
lled
"goo
d-na
ture
d fu
n":
Wed
nesd
ay S
epte
mbe
r 23
rd, f
reez
ing
cold
, eve
ryon
e ke
pt s
ayin
g,"O
h sh
e'll
last
ano
ther
wee
k,"
or "
I gi
vehe
r a
coup
le o
f da
ys."
It
real
ly b
othe
red
me.
I g
uess
I'm
not
a m
orni
ng p
erso
n,I
don'
t thi
nk I
did
a th
ing
all m
orni
ng. (
Aim
ee jo
urna
l1,
p. 1
1)
Com
men
ts li
keth
ese
can
be p
artic
ular
ly d
emea
ning
.A
fter
iden
tifyi
ng h
er f
eelin
gs o
f be
ing
both
ered
, Aim
ee w
ent o
n in
the
next
sen
tenc
e to
inte
rnal
ize
the
expe
rien
ce, w
ritin
g th
at s
he w
as"n
ot a
mor
ning
per
son.
" C
ould
it ie
that
in a
som
ewha
t hos
tile
envi
ronm
ent,
Aim
ee a
ttrib
uted
the
reas
ons
for
diff
icul
ty w
ith th
ene
w la
ngua
ge a
nd s
kills
to s
ome
kind
of
pers
onal
def
icie
ncy?
Is
expr
essi
ng a
def
icie
ncy
like
this
, a p
rodu
ctof
har
assm
ent?
It s
eem
s
that
in th
ese
situ
atio
ns, t
he w
omen
tend
ed to
inte
rnal
ize
fact
ors
that
the
mal
es in
the
clas
s w
ould
not
have
inte
rnal
ized
. Hel
en's
fir
stre
actio
n to
ove
rhea
rd c
ompl
imen
tary
rem
arks
, Aim
ee's
qui
etfr
ustr
atio
n, a
nd H
elen
's s
pecu
latio
n on
her
para
noia
are
exa
mpl
es
of w
omen
's r
espo
nses
to p
erce
ived
hara
ssm
ent.
Her
e is
ano
ther
exam
ple
of a
wom
an f
eelin
g si
lenc
ed:
He
didn
't lik
e to
be
chal
leng
ed b
y a
diff
eren
t app
roac
h. .
..I
foun
d
[the
way
he
spok
e to
me]
to b
e of
fens
ive
and
I w
asn'
t as
expe
ri-
ence
d as
him
or
beca
use
I'm ju
st a
"du
mb
wom
an"
doin
g a
job
I
have
no
busi
ness
doi
ng. B
oth
way
san
noye
d m
e. O
ne p
robl
em w
eha
d w
as th
e bl
ue c
halk
line
on th
e fl
oor,
it w
as v
ery
fain
t and
he
kept
sayi
ng it
doe
sn't
mat
ter,
we
can
mea
sure
five
-and
-a-h
alf
inch
es
from
the
edge
all
the
way
alo
ng. W
ell,
I di
dn't
thin
k th
at w
as th
eco
rrec
t way
and
I k
ept s
ayin
g w
eha
ve to
get
it o
n th
e bl
ue li
ne. A
s it
turn
ed o
ut, D
an c
ame
over
at t
he e
nd a
ndco
nfir
med
wha
t I h
ad b
een
sayi
ng. H
e di
dn't
ackn
owle
dge
that
I h
adbe
en r
ight
all
day.
..
.I
i
Gen
der
and
Eng
agem
ent
77
wan
ted
to c
onfr
ont h
im b
ut I
let i
t go.
I r
eally
wan
ted
to s
ay, "
I to
ld
you
so, s
o w
hy w
ould
n't y
oulis
ten
to m
e?"
(Hel
en jo
urna
l 1, p
. 9)
It's
pos
sibl
e th
at if
Hel
en w
as a
mal
esh
e m
ight
hav
e be
enac
cord
ed m
ore
resp
ect f
or h
er v
iew
s. F
orex
ampl
e, o
ne o
f th
em
atur
e m
ale
stud
ents
was
reg
ulax
lygi
ven
lead
ersh
ip r
oles
t!es
pite
a
reco
rd o
f nu
mer
ous
mis
take
s. O
n oc
casi
on,
Susa
n w
as g
iven
resp
onsi
bilit
y, p
ossi
bly
beca
use
of h
er q
uiet
achi
evem
ent a
nd c
om-
mitm
ent t
o le
arni
ng. H
owev
er, d
espi
te h
erbe
ing
the
best
in th
ecl
ass,
at o
ne p
oint
she
wro
te, "
I gu
ess
Ine
ed to
get
a li
ttle
mor
eag
gres
sive
and
pus
h m
y w
ay in
. Nan
cy (
room
mat
e)sa
id a
bout
two
wee
ks a
go th
at I
sho
uldn
't le
t the
guy
s w
hoth
ink
they
kno
w e
very
-th
ing
just
pus
h th
roug
h an
d do
eve
ryth
ing"
(Sus
an jo
urna
l 2, p
. 9).
And
yet
whe
n sh
e w
ould
get
pus
hy, s
he w
as n
otlis
tene
d to
. It's
aco
mm
on d
ilem
ma
for
wom
en,
acco
rdin
g to
Cap
lan
(198
9), w
hode
scri
bes
two
sets
of
labe
ls p
rovi
ded
byso
ciet
y: "
the
sedu
ctiv
esu
bmis
sive
adm
irin
gcom
plia
nt k
ind
and
the
pow
erfu
ldom
inan
tbi
tchy
cold
cast
ratin
g ki
nd. W
ho c
an im
agin
e w
antin
g to
be
clas
si-
fied
eith
er w
ay?"
(p.
126
). S
omet
imes
thes
edi
lem
mas
wer
e qu
ite
frus
trat
ing:
Whe
n D
an s
tart
ed e
xpla
inin
g th
e st
arte
r st
rip,
som
eone
pick
ed it
up
and
held
it u
p to
the
wal
l. T
hey
held
it u
p ba
ckw
ards
.I s
aid,
"I
thin
kit
goes
the
othe
r w
ay."
The
y tu
rned
it r
ight
aro
und
soth
at it
was
upsi
de d
own.
(N
ailin
g st
rip
at th
e bo
ttom
.) I
sai
d, "
No,
just
turn
it
arou
nd."
It e
nded
up
bein
g pl
aced
the
way
I th
ough
t was
righ
t so
Isa
id, "
Tha
t's r
ight
." D
an s
aid
"How
do
you
know
this
?" I
said
, "I'm
pret
ty s
ure
that
's th
e w
ay th
e si
ding
guy
show
ed u
s. M
iche
l agr
eed.
Len
ny s
aid,
"T
urn
it ar
ound
, it g
oes.
the
othe
r w
ay."
The
ydi
d, a
ndD
an s
aid
"How
do
you
know
this
?" L
enny
sai
d "B
ecau
seI'v
e do
neit
for
year
s."
So, t
hey
naile
d it
in th
at w
ay. .
..Ji
mm
y m
arke
d th
ew
all f
or th
e ch
alk
line
and
we
snap
ped
it. S
omet
hing
didn
't lo
okri
ght.
It w
as o
nly
up o
ne in
ch in
stea
d of
one
-and
-a-h
alf
inch
es, s
ow
e ha
d to
do
it ag
ain.
Aft
er th
is, w
e pu
tthe
sta
rter
str
ip o
n th
e sa
me
way
as
they
did
ear
lier.
Min
utes
late
r, P
eter
one
of
the
grad
uate
sfr
om la
st y
ear
show
ed u
p. W
e st
arte
d to
put
sid
ing
onbu
t it d
idn'
tse
em to
wan
t to
hold
. Pet
e ha
dw
orke
d fo
r th
e si
ding
com
pany
last
sum
mer
and
he
said
, "T
he s
tart
er s
trip
is o
n ba
ckw
ards
." I
was
not
a
happ
y ca
mpe
r. .
.. I
t was
kind
of
a fr
ustr
atin
g da
y. D
an w
ante
d m
e to
be in
cha
rge
of th
e si
ding
cre
w w
hich
incl
uded
John
ny, M
iche
l,
11
78 C
hafjt
er 6
The
o an
d D
ean.
I c
ould
n't s
eem
to g
et th
em w
orki
ng. N
o on
ew
ante
d to
look
for
a la
dder
or
hold
up
an e
nd o
f th
e bu
ildin
g pa
per
so I
cou
ld n
ail i
t. I'd
just
get
goi
ng o
n so
met
hing
and
wou
ld n
eed
anex
tra
hand
and
I'd
turn
aro
und
to a
sk f
or h
elp
and
ther
ew
ould
be
noon
e th
ere.
I th
ink
I sp
ent m
ore
time
look
ing
for
help
than
I d
id a
ctu-
ally
wor
king
. Not
my
kind
of
day.
(Su
san
jour
nal 2
, p. 3
4)
Susa
n's
frus
trat
ion
was
com
mon
to th
ose
plac
ed in
lead
ersh
ipro
les.
Bot
h of
the
stud
ent t
each
ers
(mal
es)
assi
gned
to th
e pr
ogra
mex
pres
sed
sim
ilar
feel
ings
. How
ever
, it i
s po
ssib
le th
at d
espi
teSu
san'
s co
mpe
tenc
e an
d ac
hiev
emen
t in
the
prog
ram
, she
had
less
cred
ibili
ty b
ecau
se s
he w
as a
wom
an. I
was
una
ble
to c
orro
bora
teth
is w
ith s
tate
men
ts f
rom
the
mal
e st
uden
ts in
volv
ed. W
hen
I as
ked
them
abo
ut th
e in
cide
nt th
eir
resp
onse
s w
ere
nonc
omm
ittal
. The
ym
ay h
ave
been
em
barr
asse
u.T
hese
fin
ding
s ha
ve s
ome
impa
ct o
n ho
w th
e fo
rm a
nd c
onte
nt o
fcu
rric
ulum
sho
uld
be r
edes
igne
d to
acc
omm
odat
e th
e le
arni
ng p
er-
spec
tives
and
nee
ds o
f w
omen
. A n
umbe
r of
que
stio
ns a
rise
. Will
effe
ctiv
e te
achi
ng e
nvir
onm
ents
for
fem
ales
dif
fer
from
thos
e of
mal
es?
Shou
ld th
e ev
alua
tion
proc
ess
be d
iffe
rent
for
mal
es a
ndfe
mal
es?
Can
we
lear
n fr
om th
e re
flec
tions
of
thes
e w
omen
and
build
mor
e op
port
uniti
es f
or c
omm
unic
atio
n, w
ithin
the
grou
p an
dbe
twee
n te
ache
rs a
nd s
tude
nts?
Is
it po
ssib
le th
at th
e m
ales
may
be
suff
erin
g fr
om m
isun
ders
tand
ing
and
mis
inte
rpre
tatio
n bu
t are
unab
le to
exp
ress
thei
r fe
elin
gs?
Bef
ore
addr
essi
ng th
ese
and
othe
rst
ions
, we
now
turn
to th
e ex
peri
ence
s of
the
mal
es w
hich
hav
eso
me
rele
vanc
e fo
r th
e en
gage
men
t of
fem
ales
in th
is p
rogr
am.
Mal
es in
the
prog
ram
wer
e in
volv
ed in
a c
ultu
re th
at v
alue
d m
ost
high
ly th
e ab
ility
to d
o th
e jo
b. P
erso
nal r
egar
d w
ithin
the
clas
s w
asde
term
ined
larg
ely
by p
erce
ptio
n of
abi
lity.
The
wor
k at
the
site
was
ver
y ta
sk-o
rien
ted,
for
exa
mpl
e, w
ork
that
rel
ated
to g
roup
func
tioni
ng, f
eelin
gs o
f ac
com
plis
hmen
t, an
d re
solv
ing
conf
lict
was
add
ress
ed p
rim
arily
in th
e co
ntex
t of
getti
ngth
e jo
b do
ne:
Eve
ryon
e is
tryi
ng to
get
the
job
done
, we
didn
'tw
as d
one.
(Fi
eld
note
s, p
. 12)
We
wor
ked
like
stee
rs a
nd d
idn'
t qui
t unt
il th
e jo
bw
as a
goo
d da
y. (
Fiel
d no
tes,
p. 2
7)
12
quit
until
the
job
was
don
e ri
ght,
it
Gen
der
and
Eng
agem
ent
79
I as
ked
both
teac
hers
and
stu
dent
s if
the
stud
ents
in th
e pr
ogra
mco
uld
be g
roup
ed in
any
way
. Bot
h te
ache
rs a
nd a
ll bu
t one
of
the
mal
e st
uden
ts f
irst
des
crib
ed th
e su
bgro
upin
gs in
term
s of
thei
rab
ility
to d
o th
e jo
b:
So th
ere'
s a
grou
p of
"do
ing
it ty
pes,
" th
Ly
wor
k ha
rd b
ut d
on't
pres
s th
e ed
ges
... a
nd th
en th
ere'
s th
e gr
oup
that
are
put
ting
out,
sort
of
find
ing
wha
t is
suff
icie
nt to
put
out
..
.an
d th
ere'
s th
e"d
oers
," th
ey're
pus
hing
all
the
time.
(L
ewis
inte
rvie
w, p
p. 1
-57)
The
one
exc
eptio
n m
entio
ned
frie
ndsh
ips
as a
pri
mar
y cl
assi
fy-
ing
feat
ure.
How
ever
, he
subs
eque
ntly
ref
erre
d to
abi
lity
in h
isde
scri
ptio
ns. B
y co
ntra
st, t
wo
wom
en s
poke
of
the
subg
roup
s pr
i-m
arily
in r
elat
iona
l ter
ms.
One
saw
them
as
"lea
ders
and
fol
low
ers"
or "
Len
ny's
boy
s"; t
he o
ther
as
"lik
ing
wha
t the
y ar
e do
ing"
and
"ann
oyin
g or
bos
sy"
(Fie
ld n
otes
, pp.
16,
36)
.A
com
mon
ritu
al a
mon
g th
e lu
nch
and
brea
k gr
oupi
ngs
was
tell-
ing
sexi
st jo
kes.
If
the
mal
es w
ere
not h
angi
ng o
ut in
one
of
the
vehi
cles
, the
n co
nver
satio
n at
a b
reak
mig
ht ty
pica
lly c
entr
e ar
ound
joke
s, a
utom
obile
s, s
mok
ing,
hun
ting,
or
drin
king
exp
loits
:
And
Len
ny's
the
lead
er, h
e's
44 a
nd th
ey lo
ok u
p to
him
, lik
e, th
eyus
e hi
m a
s a
role
mod
el e
ven
thou
gh th
ey th
ink
at ti
mes
he'
s a
little
bit s
tupi
d. B
ut s
till,
they
go
drin
king
toge
ther
. (H
elen
inte
rvie
w,
pp. 1
-16)
At l
unch
the
guys
are
gat
here
d in
a r
ough
cir
cle,
han
ding
aro
und
card
s fr
om a
par
lour
gam
e. L
augh
ter
com
es a
cros
s as
som
eone
tells
a jo
ke. P
eopl
e ar
e sm
iling
as
they
put
on
thei
r ap
rons
and
har
dhat
s.(F
ield
not
es, p
. 62)
In th
e pr
efac
e of
his
boo
k on
mal
e in
itiat
ion
and
the
role
of
the
men
tor,
Rob
ert B
ly (
1990
) is
cri
tical
of
stan
dard
Nor
th A
mer
ican
ritu
als
of s
ocia
lizat
ion:
We
are
livin
g at
an
impo
rtan
t and
fru
itful
mom
ent n
ow, f
or it
is c
lear
to m
en th
at th
e im
ages
of
adul
t man
hood
giv
en b
y th
e po
pula
r cu
l-tu
re a
re w
orn
out;
a m
an c
an n
o lo
nger
dep
end
on th
em. B
y th
e tim
ea
man
is th
irty
-fiv
e he
kno
ws
that
the
imag
es o
f th
e ri
ght m
an, t
heto
ugh
man
, the
true
man
whi
ch h
e re
ceiv
ed in
hig
h sc
hool
do
not
13
80C
hapt
er 6
Gen
der
and
Eng
agem
ent
81
wor
k in
life
. Mal
e in
itiat
ion
..
.de
fect
ive
myt
holo
gies
that
igno
rem
ascu
line
dept
h of
fee
ling,
ass
ign
men
a p
lace
in th
e sk
y in
stea
d of
eart
h, te
ach
obed
ienc
e to
the
wro
ng p
ower
s, w
ork
to k
eep
men
boy
s,an
d en
tang
le b
oth
men
and
wom
en in
sys
tem
s of
indu
stri
al d
omin
a-tio
n th
at e
xclu
de b
oth
mat
riar
chy
and
patr
iarc
hy. (
p. ix
)
My
impr
essi
on o
f th
e te
ache
rs w
as th
at th
ey w
ante
d to
invo
lve
thei
rst
uden
ts a
t dee
per
leve
ls th
an th
ose
desc
ribe
d by
Bly
. The
yce
rtai
nly
advo
cate
d a
colla
bora
tive
spir
it. H
owev
er, g
ettin
g th
e jo
bdo
ne w
as a
ssoc
iate
d w
ith d
oing
wel
l, an
d if
it c
ame
to a
cho
ice
betw
een
spen
ding
tim
e ex
plor
ing
dept
h of
fee
ling
such
as
injo
urna
lling
or
disc
ussi
ons,
the
choi
ce w
ould
fal
l on
the
side
of
doin
g th
e w
ork.
One
par
ticul
ar c
onve
rsat
ion
I ha
d w
ith a
stu
dent
teac
her
who
had
com
plet
ed a
pra
ctic
e-te
achi
ng p
lace
men
t was
an
exam
ple
of h
ow g
ettin
g th
e jo
b do
ne w
as p
aram
ount
;
I fe
lt re
ally
fru
stra
ted
twic
e w
ith tw
o st
uden
ts, b
ut th
e fr
ustr
atio
nw
asn'
t nec
essa
rily
bec
ause
of
them
. It w
as b
ecau
se I
..
.di
dn't
know
how
I w
as b
eing
eva
luat
ed o
r ev
en if
I w
as. I
got
ther
e as
ast
uden
t tea
cher
and
I d
idn'
t kno
w w
heth
er f
ney
wer
e go
ing
toho
wth
ey w
ere
look
ing
at m
eon
the
amou
nt o
f w
ork
that
I g
ot d
one?
So
the
amou
nt o
f w
ork
that
I g
ot d
one
was
dir
ectly
pro
port
iona
l to
the
way
that
the
stud
ents
per
form
ed, r
ight
? O
r w
!-.,.
ther
I ju
st g
ot th
epo
int a
cros
s an
d I
coul
d sp
eak
to th
em o
r ge
t the
inst
ruct
ions
acr
oss
so th
ey c
ould
und
erst
andw
hich
, als
o if
I d
id th
at p
rope
rly.
..
.th
eef
fici
ency
of
the
who
le g
roup
wou
ld b
e be
tter
too.
Lik
e, th
ey g
otm
ore
wor
k do
ne a
nd it
was
all
base
d on
that
. (B
ud in
terv
iew
, pp.
114
5)
Get
ting
the
job
done
, tou
ghin
g ou
t the
wea
ther
, not
qui
tting
,ha
ngin
g ou
t, an
d ac
ting
like
"men
" w
ere
the
rite
s an
d im
ages
adop
ted
and
play
ed o
ut e
ach
day.
The
y se
rved
to e
nhan
ce a
com
-m
on m
ale
view
of
com
ing
of a
ge th
at te
nds
to d
eval
ue th
e qu
aliti
esth
at B
ly r
efer
s to
. The
re w
as a
n al
mos
t unc
onsc
ious
dow
ngra
ding
of th
ese
qual
ities
; for
exa
mpl
e, jo
urna
lling
was
not
pop
ular
and
was
seen
as
som
ethi
ng th
at w
as im
pose
d. J
ourn
als
wer
e ex
plai
ned
as a
nop
port
unity
for
stu
dent
s to
exp
ress
fee
lings
and
ref
lect
on
thei
rex
peri
ence
s. I
t was
a m
ajor
par
t of
thei
r C
omm
unic
atio
ns E
nglis
hcr
edit,
but
littl
e or
no
time
was
allo
tted
for
refl
ectio
n an
d co
mpl
e-tio
n of
jour
nals
dur
ing
clas
s tim
e. I
n a
dire
ct m
anne
r, it
mod
elle
d
14
that
ref
lect
ion
was
less
impo
rtan
t tha
n th
e w
ork
of b
uild
ing.
Thi
s is
not t
o sa
y th
at r
efle
ctio
n ne
cess
arily
nee
ds to
be
done
in a
for
mal
man
ner
such
as
jour
nalli
ng o
r gr
oup
disc
ussi
ons.
Hor
woo
d (1
992)
has
show
n ho
w in
form
al s
tory
telli
ng c
an b
ea
valu
able
for
m o
fre
flec
tion.
"T
o le
arn
from
an
expe
rien
ce,
a pe
rson
mus
t int
erpr
et it
in s
ome
way
. To
rela
te a
n ev
ent a
s a
stor
y is
to c
onst
rue
the
even
tan
d to
put
it in
to s
ome
reas
onab
le c
onte
xt th
at m
akes
sens
e in
the
light
of
the
pers
on's
oth
er e
xper
ienc
es"
(199
2,p.
20)
.St
orie
s to
ld a
t a b
reak
or
lunc
h tim
e te
nded
to f
ollo
wa
pred
omi-
nant
ly m
ale
pers
pect
ive.
Thi
s pe
rspe
ctiv
e te
nded
to d
eval
uean
yst
orie
s th
at f
emal
es w
ere
incl
ined
to r
ecou
nt. W
hen
the
fem
ales
did
cont
ribu
te, t
hey
wer
e in
clin
ed to
tell
stor
ies
asso
ciat
ed w
ith th
esu
b-je
cts
mal
es c
omm
only
dis
cuss
ed. F
or e
xam
ple,
one
of th
e ad
oles
-ce
nt w
omen
wou
ld o
ften
be
invo
lved
in li
sten
ing
to a
nd te
lling
sexi
st jo
kes.
With
the
exce
ptio
n of
for
mal
exe
rcis
es s
uch
as jo
urna
l-lin
g, th
e fe
mal
es d
id n
ot h
ave
a fo
rum
for
exp
ress
ing
thei
r re
latio
nal
need
s. T
he e
mph
asis
on
getti
ng th
e jo
b do
ne r
athe
r th
anon
oth
erap
prop
riat
e re
latio
nal e
xper
ienc
es s
uch
as jo
urna
lling
, dis
cuss
ions
,an
d in
form
al s
tory
telli
ng c
ould
be
seen
as a
n im
pedi
men
t to
the
mor
e co
mpl
ete
enga
gem
ent o
f th
e fe
mal
e st
uden
ts a
nd q
uite
pos
si-
bly
of th
e m
ales
as
wel
l.W
hat c
an w
e sa
y ab
out e
ngag
emen
tas
it r
elat
es to
the
deve
lop-
men
t of
gend
er id
entit
ies?
Wer
e th
ese
wom
en e
mot
iona
lly in
volv
edw
ithin
the
subs
tanc
e of
the
activ
ity?
To
the
exte
nt th
aten
gage
men
tm
eans
bei
ng e
mbr
oile
d in
per
sona
l and
inte
rper
sona
l rel
atio
nshi
ps,
or to
the
exte
nt th
at e
ngag
emen
t com
es w
ith e
nqui
ry, d
ialo
gue,
and
mak
ing,
thes
e w
omen
wer
e fu
lly e
ngag
ed. B
ut th
e ge
nder
qua
lity
ofth
eir
enga
gem
ent i
s w
hat c
once
rns
us h
ere.
In
thei
row
n w
ords
,th
ese
wom
en r
evea
l wha
t it i
s lik
e to
live
thei
r liv
es in
an e
nvir
on-
men
t und
ersc
ored
by
sexi
sm, d
oubl
e st
anda
rds,
ste
reot
yped
rol
es,
and
prej
udic
e in
grai
ned
in th
e st
ruct
ures
, rou
tines
, and
rel
atio
nshi
psof
dai
ly s
choo
ling.
Wha
t, th
en, c
an s
choo
ls (
and
teac
hers
) do
?
Rec
ot 7
:truc
ting
a C
ritic
al C
urric
ulum
The
re a
re tw
o ca
mps
with
opp
osin
g st
rate
gies
. The
fir
stad
dres
ses
the
need
to d
evel
op id
entit
y se
para
tely
(G
illig
an,
1982
;B
elen
ky e
t al.,
198
6) a
nd is
bas
edon
res
earc
h th
at a
ttrib
utes
15
82C
hapt
er 6
IG
ende
r an
d E
ngag
emen
t83
capa
citie
s su
ch a
s in
crea
sed
self
-est
eem
and
car
eer
satis
fact
ion
tosc
hool
ing
mal
es a
nd f
emal
es s
epar
atel
y. T
his
view
incl
udes
my
own
spec
ulat
ions
abo
ut th
e be
nefi
ts o
f ha
ving
a c
lass
excl
usiv
ely
mad
e up
of
wom
en b
uild
a h
ouse
. The
opp
osin
g vi
ew is
rep
rese
nted
by th
ose
who
dem
onst
rate
how
issu
es o
f de
velo
ping
pos
itive
gend
er id
entit
ies
are
incu
mbe
nt o
n pr
ogra
ms
whi
ch in
volv
e bo
thse
xes:
Gir
ls a
nd b
oys,
men
and
wom
en, l
ive
in a
web
of
reci
proc
al a
ndin
tera
ctiv
e re
latio
ns. B
oys
and
men
are
so
impo
rtan
t a r
efer
ence
grou
p fo
r gi
rls
and
wom
en th
at th
ey a
re u
nabl
e to
cha
nge
with
out
brin
ging
the
othe
r se
x w
ith th
em. I
n so
ciol
ogic
al te
rms,
boy
s/m
enha
ve b
oth
pow
er a
nd in
flue
nce.
Gir
ls/w
omen
can
not c
hang
e by
them
selv
es, a
nd in
pra
ctic
e th
ey d
o no
t wan
t to.
(St
even
son,
199
0,p.
23)
Res
earc
h su
ppor
ts e
ither
vie
wth
at b
oth
sepa
rate
and
inte
grat
edsc
hool
ing
have
val
ue in
dev
elop
ing
posi
tive
gend
er id
entit
ies
inw
omen
. The
key
fac
tor,
how
ever
, see
ms
to b
e a
criti
cal e
valu
atio
nof
cur
ricu
lum
, abo
ut th
e na
ture
of
wha
t is
bein
g st
udie
d, r
egar
dles
sof
the
stru
ctur
al c
hara
cter
istic
s of
a p
rogr
am. F
or o
ur p
urpo
ses,
the
mea
ns f
or tr
ansf
orm
ing
rela
tions
hips
bet
wee
n gi
rls
and
boys
and
men
and
wom
en w
ould
incl
ude
conc
ern
for
the
invo
lvem
ent
and
deve
lopm
ent o
f bo
ys. I
t fol
low
s, th
en, t
hat m
en n
eed
to ta
ke o
nle
ader
ship
rol
es in
ant
i-se
xist
wor
k w
ith b
oys.
Wor
k w
ith b
oys
and
men
wou
ld a
lso
assi
st in
red
ucin
g so
me
of th
eco
ntra
dict
ions
inhe
rent
in f
ocus
ing
one'
s en
ergi
es o
n gi
rls
and
wom
en a
lone
. One
exam
ple
is th
e hi
dden
stig
ma
that
Edw
ards
(19
93)
wri
tes
of w
hen
prog
ram
s ar
e fo
cuse
d ex
clus
ivel
y on
qua
lity-
of-l
ife
stra
tegi
esfo
r
adol
esce
nt w
omen
:
..
whi
ch is
as
dang
erou
s as
igno
ring
sel
f-es
teem
com
plet
ely.
The
fotm
er r
isks
tran
smitt
ing
a m
essa
ge to
you
ng w
omen
that
they
are
(yet
aga
in)
defi
cien
t and
in n
eed
of r
epai
r w
hile
allo
win
g so
ciet
y to
focu
s on
gir
ls th
emse
lves
as
the
locu
s of
the
prob
lem
rat
her
than
tak-
ing
resp
onsi
bilit
y fo
r th
e so
cial
con
text
whi
ch d
eval
ue,.
them
. Yet
toig
nore
sel
f-es
teem
is to
den
y th
e fu
ndam
enta
ls o
f em
pow
erm
ent.
As
with
mos
t str
ateg
ies,
bal
ance
is e
very
thin
g. (
p. 2
5)
16
So, s
uch
mal
e le
ader
ship
cou
ld in
volv
e bo
ys a
nd a
dole
scen
t men
in b
ecom
ing
succ
essf
ul a
t fem
inin
e-at
trib
uted
qua
litie
s su
ch a
s ca
r-in
g, s
ensi
tivity
, and
the
expr
essi
on o
f ot
her
feel
ings
. But
in th
is p
ro-
gram
it s
eem
ed th
at to
do
so w
as to
dim
inis
h on
e's
stat
us. B
y w
ayof
illu
stra
tion,
I r
emem
ber
a co
mm
ent m
ade
by o
ne a
dole
scen
t mal
ein
res
pons
e to
a q
uery
abo
ut h
is la
ck o
f w
illin
gnes
s to
dis
cuss
or
refl
ect o
n hi
s re
latio
nshi
ps w
ith o
ther
s in
the
prog
ram
: "U
h, I
don
'tne
ed n
o jo
urna
l to
build
a h
ouse
," h
e re
plie
d (F
ield
not
es, p
. 64)
. It
seem
s th
at to
this
mal
e th
ere
was
not
hing
to b
e ga
ined
fro
m e
ffor
tsno
t nor
mal
ly a
ssoc
iate
d w
ith b
uild
ing
a ho
use,
or
bein
g a
mal
e.St
eine
m d
escr
ibes
this
as
a "p
olar
izat
ion
of f
emin
ine
and
mas
cu-
line,
" w
here
pla
ying
out
wha
t she
cal
ls "
tota
litar
ian
gend
er r
oles
"(1
993,
p. 2
57)
beco
mes
fam
iliar
to th
e po
int o
f be
ing
reco
gnis
ed a
son
e's
natu
re. T
his
is p
artic
ular
ly d
ebili
tatin
g in
con
text
s su
ch a
s th
ispr
ogra
m b
ecau
se w
here
ther
e is
a d
efin
ite d
ivis
ion
of la
bour
ofw
ho d
oes
wha
t and
how
val
ue is
det
erm
ined
for
wha
t is
done
this
entr
ench
es th
e no
tion
that
so-
calle
d m
ascu
line
qual
ities
hav
e m
ore
valu
e.
One
can
spe
cula
te o
n ho
w d
iffi
cult
it is
to in
volv
e m
ales
in r
oles
that
cha
lleng
e co
mm
on v
iew
s of
wha
t it t
akes
to b
ecom
e a
man
. Iam
rem
inde
d of
one
stu
dent
's d
iffi
culty
in d
ealin
g w
ith a
n on
goin
gpr
oble
m s
he w
as e
xper
ienc
ing:
I'm r
eally
hav
ing
a di
lem
ma
with
[m
y so
n] J
imm
y. H
e is
bor
ed in
his
dayc
are.
He
has
been
ther
e fo
r tw
o-an
d-a-
half
yea
rs. W
hen
hest
arte
d ag
ain
in S
epte
mbe
r I
real
ly d
idn'
t giv
e it
any
thou
ght,
but i
t'sth
e sa
me
teac
hers
, sam
e to
ys, s
ame
room
, and
all
of h
is f
rien
ds, w
ell
mos
t any
way
, hav
e m
oved
on.
Wel
l, he
hat
es g
oing
ther
e an
d I
can
unde
rsta
nd w
hy. H
e lo
ves
scho
ol in
the
afte
rnoo
n bu
t the
mor
ning
dayc
are
he h
ates
. I'm
hav
ing
a ha
rd ti
me
just
ifyi
ng w
hy h
e is
ther
e,ju
st s
o I
can
lear
n ca
rpen
try.
Whi
le I
was
goi
ng to
sch
ool l
ast y
ear
Ipr
omis
ed th
ings
wou
ld s
low
dow
n, b
ut r
eally
they
hav
en't.
(H
elen
jour
nal 1
, pp.
1-4
7)
It r
eally
doe
s re
pres
ent a
dile
mm
a fo
r H
elen
; on
the
one
hand
she
isqu
estio
ning
her
wor
thin
ess
as a
mom
in f
arm
ing
out h
er c
hild
so
she
can
just
lear
n ca
rpen
try,
and
on
the
othe
r ha
nd th
ere
is th
eun
spok
en c
onse
quen
ce o
f le
avin
g th
e pr
ogra
mri
skin
g th
e st
igm
aof
bec
omin
g a
quitt
er, a
n im
port
ant c
onsi
dera
tion
for
a w
oman
17
84C
hapt
er 6
atte
mpt
ing
to b
reak
into
a n
ontr
aditi
onal
occ
upat
ion.
How
can
teac
hers
beg
in to
pro
vide
the
lead
ersh
ip S
teve
nson
(19
93)
sugg
ests
whe
n sh
e sa
ys th
at in
soc
iolo
gica
l ter
ms,
boy
s an
d m
enha
ve b
oth
pow
er a
nd in
flue
nce?
One
pos
sibi
lity
emer
ges
from
Kau
fman
's (
1993
)cr
itiqu
e of
Rob
ert B
ly's
(19
90)
conc
eptio
n of
mas
culin
ity a
s a
core
biol
ogic
alre
ality
and
/or
one
deve
lope
d th
roug
h ro
les.
Kau
fman
sug
gest
sth
at"t
he d
omin
ant f
orm
s of
mas
culin
ity e
xist
, not
as
timel
ess
arch
e-ty
pes,
but
as
pow
er r
elat
ions
hips
with
wom
en,c
hild
ren,
oth
er m
enan
d ou
r su
rrou
ndin
g w
orld
" (p
. 267
). I
n ot
her
wor
ds,
it m
ay b
eer
rone
ous
to th
ink
that
the
deve
lopm
ent
of o
ne's
gen
der
or w
ay o
fbe
havi
ng in
the
wor
ld is
bas
ed o
n so
me
esse
ntia
l mal
e or
fem
ale
qual
ity p
erce
ived
to e
xist
at o
ne's
em
otio
nal c
ore.
Thi
s in
divi
dual
-is
tic c
once
ptio
n of
lear
ning
and
dev
elop
men
tis
a v
iew
whi
chig
nore
s a
soci
al a
nd c
ultu
ral c
onst
ruct
ion
of m
ascu
linity
whi
ch is
base
d, a
ccor
ding
to K
aufm
an, i
n a
patr
iarc
hal
soci
ety.
Kau
fman
isre
ally
pus
hing
for
a c
ritic
al v
iew
of
the
com
mon
plac
e,ta
ken-
for-
gran
ted
prac
tices
and
dom
inan
t mod
es o
f th
inki
ngth
at p
erm
eate
soci
ety
and
clas
sroo
m c
ultu
res.
In r
etur
ning
for
a m
omen
t to
Hel
en's
dile
mm
a, o
neco
uld
reco
n-st
ruct
suc
h an
exp
erie
nce
with
in th
e co
ntex
tof
this
pro
gram
by
con-
nect
ing
her
prob
lem
to is
sues
of
pow
er a
nd r
ole
defi
nitio
n.T
he f
irst
thin
g th
at c
omes
to m
y m
ind
is to
sug
gest
a m
eans
for
look
ing
afte
rhe
r ch
ild a
t the
jobs
ite w
ith h
er c
lass
mat
es a
sca
regi
vers
. Thi
sw
ould
cer
tain
ly f
it th
e po
pula
r no
tion
that
invo
lvem
enti
n ch
ildca
reac
tivity
wou
ld h
elp
to c
onne
ct b
oys
and
men
to th
e em
otio
nal
inte
n-
sity
of
care
for
infa
nts
and
youn
g ch
ildre
n. K
aufm
anfe
els
that
suc
hw
ork
is im
port
ant f
or b
oys
and
men
in r
econ
nect
ing
with
a m
ale-
ness
whi
ch h
as b
een
set a
side
.Si
mon
and
Dip
po (
1992
) ar
e al
so h
elpf
ul in
for
mul
atin
g an
unde
rsta
ndin
g of
wha
t can
be
done
to e
ngag
e yo
ung
peop
lein
the
proc
ess
of q
uest
ioni
ng th
eir
futu
reid
entit
ies
and
poss
ibili
ties.
The
yca
ll sc
hool
s si
tes
of c
ultu
ral p
oliti
cs w
here
val
ue in
term
sof
iden
tity
and
wor
th a
re f
orm
ed. L
ike
Kau
fman
, Sim
onan
d D
ippo
say
that
ther
e is
a n
eed
to tr
ansf
orm
indi
vidu
alis
tic c
once
ptio
ns o
fle
arni
ng b
y ch
alle
ngin
g th
e w
isdo
m o
f ex
peri
ence
toch
alle
nge
the
prev
ailin
g w
isdo
m th
at e
xper
ienc
e is
the
best
teac
her.
The
irco
nten
tion
is th
at w
ork
expe
rien
ct g
mila
r to
the
one
stud
ied
here
is
Gen
der
and
Eng
agem
ent
85
ofte
n "t
aken
for
gra
nted
as
com
plet
e or
sel
f-co
ntai
ned
and
isig
nore
d in
the
clas
sroo
m in
fav
our
of g
ener
al e
mpl
oyab
ility
ski
lls"
(199
2, p
.12
3). T
hey
call
for
teac
hers
to a
ckno
wle
dge
wor
kex
peri
ence
as
a le
gitim
ate
aspe
ct o
f sc
hool
ing
at th
e sa
me
time
asch
alle
ngin
g its
for
m a
nd c
onte
nt. T
hey
iden
tify
four
pri
mar
y w
ays
in w
hich
wor
k ex
peri
ence
can
be
unde
rsto
od. T
hese
ver
sion
s of
expe
rien
ce a
re r
elev
ant b
ecau
se th
ey h
elp
us to
und
erst
and
how
tore
cons
truc
t the
pra
ctic
e of
wor
k st
udy
prog
ram
s as
they
rel
ate
to th
ede
velo
pmen
t of
gend
er id
entit
ies.
Acc
ordi
ng to
Sim
on a
nd D
ippo
, "th
e em
phas
is a
ny g
iven
pro
-gr
am p
lace
s on
one
or
mor
e of
thes
e no
tions
of
expe
rien
ce h
as d
if-
fere
nt im
plic
atio
ns f
or th
inki
ng th
roug
h th
e w
ays
in w
hich
the
prac
tice
of w
ork
educ
atio
n sh
ould
be
acco
mpl
ishe
d" (
p.12
4).
Sim
on a
nd D
ippo
bel
ieve
that
the
emph
asis
pla
ced
on th
ese
way
s of
expe
rien
ce w
ill d
eter
min
e th
e na
ture
of
cultu
ral p
oliti
cs in
a p
ro-
gram
.1.
Exp
erie
nce
is in
form
atio
n an
d te
chni
ques
one
acq
uire
s by
par
-tic
ipat
ing
in n
ew a
nd d
iffe
rent
situ
atio
ns. T
hese
situ
atio
ns a
re v
al-
ued
beca
use
they
are
abo
ut le
arni
ng w
hat t
o do
and
how
to d
o it,
and
are
usua
lly c
onsi
sten
t with
wha
t the
teac
her
expe
cts
the
wor
kex
peri
ence
to p
rovi
de. F
or e
xam
ple,
Hel
en's
des
crip
tion
of le
arni
ngho
w to
ham
mer
nai
ls f
its w
ith c
omm
on a
ssum
ptio
ns a
bout
the
deve
lopm
ent o
f pr
oced
ural
kno
wle
dget
hat i
t is
a pr
oces
s of
puz
-zl
ing
out h
ow to
do
som
ethi
ng.
So I
do
notic
e th
at th
e gu
ys c
an n
ail a
bout
thre
e tim
es f
aste
r th
an I
. Ido
n't t
hink
str
engt
h ha
s an
ythi
ng to
do
with
it. I
thin
k it'
s w
hen
I'mst
artin
g to
nai
l I d
on't
wha
ck it
as
hard
as
them
bec
ause
I'm
afr
aid
ofhi
tting
my
thum
b or
fin
ger.
I th
ink
that
wou
ld a
nnoy
me
for
the
who
le d
ay. I
thin
k it'
s lik
e sk
iing,
that
onc
e yo
u fa
ll, y
ou b
egin
tolo
se th
e fe
ar o
f fa
lling
and
can
go
on w
ith y
our
skiin
g, th
e sa
me
with
ham
mer
ing
... I
'mfe
elin
g m
ore
com
fort
able
with
the
saw
as
wel
l.(H
elen
jour
nal 1
, p. 1
0)
Whi
le th
is p
artic
ular
exp
erie
nce
may
be
cong
ruen
t with
sch
ool
know
ledg
e, o
ther
s w
ere
not.
For
exam
ple,
in th
e na
rrat
ive
outli
ned
earl
ier
whe
re S
usan
is a
ssig
ned
a le
ader
ship
task
in th
e ap
plic
atio
nof
the
sidi
ng, w
e se
e th
at, d
espi
te h
er o
bvio
us c
ompe
tenc
e, h
er le
ad-
ersh
ip g
oes
unre
cogn
ised
. Situ
atio
ns li
ke th
is a
re f
ertil
e gr
ound
for
19
86C
hapt
er 6
teac
hers
and
stu
dent
s to
exp
lore
the
soci
al r
elat
ions
hips
of
the
wor
ksite
. Sus
an w
as u
nabl
e to
do
this
outs
ide
of h
er jo
urna
l in
apa
ssin
g co
mm
ent o
n ho
w h
er d
ay w
ent.
The
re w
as a
taci
t ass
ump-
tion
here
that
if s
he is
dee
med
to b
e co
mpe
tent
and
is a
ssig
ned
ale
ader
ship
rol
e, th
en th
e m
ale
stud
ents
will
be
able
to h
andl
e it.
In
this
inst
ance
, wor
king
with
the
mal
es o
f th
e pr
ogra
m m
ight
hel
p by
chal
leng
ing
the
cons
erva
tism
inhe
rent
in a
llow
ing
expe
rien
ce to
spea
k fo
r its
elf.
For
allo
win
g ex
peri
ence
to s
peak
for
itse
lf w
ithou
tso
me
kind
of
criti
cal r
efle
ctio
n is
sim
ply
just
job
trai
ning
and
sex
ist
trai
ning
at t
hat.
2. E
xper
ienc
e is
a p
erso
nal c
hara
cter
istic
that
one
has
as
a re
sult
of p
artic
ipat
ing
in r
eal w
ork.
The
em
phas
is in
this
pro
gram
on
get-
ting
the
job
done
was
, in
the
mai
n, a
ref
lect
ion
of o
ne o
f th
e qu
ali-
ties
asso
ciat
ed w
ith th
e en
gage
men
t of
the
stud
ents
in th
ispr
ogra
mre
al w
orld
exp
erie
nce.
Rea
l wor
ld e
xper
ienc
e w
as v
al-
ued
by th
e st
uden
ts a
bove
all
else
as
a m
eans
of
prep
arin
g th
em f
orac
cept
ance
in th
e jo
b m
arke
tpla
ce. T
his
incl
udes
suc
h ca
paci
ties
asw
ork
habi
ts, d
ispo
sitio
ns, p
ersp
ectiv
es, a
nd o
ther
qua
litie
s on
ew
ould
attr
ibut
e to
wor
k ex
peri
ence
. Suc
h au
then
tic e
xper
ienc
es a
repe
rcei
ved
to b
e as
sets
by
the
stud
ents
and
pro
spec
tive
empl
oyer
s;au
then
ticity
is a
mai
n se
lling
fea
ture
of
wor
k st
udy
prog
ram
s w
ithin
scho
ols
and
colle
ges.
Sim
on a
nd D
ippo
ref
er to
this
as
a "c
omm
od-
ific
atio
n of
sel
f,"
whe
re th
e w
ork
expe
rien
ce is
per
ceiv
ed to
equ
ipgr
adua
tes
with
the
skill
s ne
cess
ary
to s
urvi
ve in
the
wor
ld o
f w
ork
(i.e
., to
turn
one
's s
elf
into
a c
omm
odity
). B
ut c
omm
odif
icat
ion
ofse
lf p
rese
nts
prob
lem
s fo
r th
e de
velo
pmen
t of
gend
er id
entit
ies.
For
whe
n th
e se
lf is
com
mod
ifie
d, a
re n
ot s
tude
nts
enco
urag
ed to
fill
capa
citie
s th
at f
it pr
evai
ling
soci
al f
orm
s? F
or e
xam
ple,
mak
ing
afu
ss a
bout
not
bei
ng li
sten
ed to
bec
ause
you
are
a w
oman
will
not
usua
lly g
et o
ne a
job,
whe
reas
kno
win
g ho
w to
do
the
job
mig
ht.
A c
ritic
al r
econ
stru
ctio
n of
the
curr
icul
um o
f ex
peri
ence
in th
isre
spec
t cal
ls f
or r
adic
al s
hift
s in
the
real
ities
of
the
wor
ld o
f w
ork.
Such
shi
fts
coul
d no
t red
uce
the
abili
ty o
f st
uden
ts to
do
the
job,
but
rath
er w
ould
add
the
capa
city
for
mor
e in
tera
ctiv
e an
d m
ore
happ
ily e
ngag
ed w
orke
rs. T
his
is v
ery
diff
icul
t, ev
en d
ange
rous
, for
scho
ols
to a
ttem
pt b
ecau
se it
mea
ns n
othi
ng le
ss th
an c
hang
ing
prev
ailin
g so
cial
nor
ms.
Gen
der
and
Eng
agem
ent
87
.
r,
3. E
xper
ienc
e is
a c
halle
ngin
gsi
tuat
ion
that
is to
be
endu
red
orun
derg
one.
Im
pelli
ng s
tude
nts
into
rite
s of
pas
sage
that
invo
lve
oppo
rtun
ities
for
gro
wth
ass
ocia
ted
with
the
chal
leng
es (
perc
eive
dor
oth
erw
ise)
of
the
wor
ld is
a te
net o
f ex
peri
entia
lle
arni
ng. T
heba
sic
idea
is th
at o
ne is
mad
est
rong
er b
y ex
peri
ence
s th
at te
st o
ne's
char
acte
r. A
imee
tells
of
her
expe
rien
ce:
It's
hel
l, it'
s lik
e yo
u kn
ow, t
hew
orst
. But
whe
n yo
u're
don
e, y
ou're
so p
roud
of
it yo
u w
ant t
o go
bac
k ag
ain
..
.it
feel
s th
e sa
me
with
the
hous
e, I
kno
w in
the
long
run
I'm g
oing
to b
e re
ally
, rea
lly p
roud
and
glad
I d
id it
...I
mea
n th
ere
have
been
poi
nts,
like
you
kno
w,
wor
king
in th
e m
ud o
r in
the
rain
or s
now
it's
just
like
you
wis
hyo
u co
uld
give
up
but y
ou k
now
, lik
eIco
tiLD
N'T
--gi
ve u
p. I
don'
t wan
t to,
I'd
be
afra
idof
wha
t the
oth
ers
thou
ght o
fm
ean
d.
.. i
t's k
ind
of li
ke if
you
sto
p on
a p
orta
ge a
nd y
ou s
ay "
I'mno
t goi
ng a
ny f
urth
er"
you
know
you
've
still
got t
o do
it. Y
ou m
ight
as w
ell w
ork
your
har
dest
, you
're g
oing
to e
ndup
fin
ishi
ng it
. Jus
tdo
the
best
you
can
. Suf
fer
thro
ugh
and
it'll
get b
ette
r. (
Aim
ee in
ter-
view
, pp.
1-8
5)
21
1.11
1111
11=
1.11
11
88C
hapt
er 6
Now
, in
read
ing
Aim
ee's
wor
ds, o
ne c
ould
als
o su
rmis
eth
at s
heha
s de
velo
ped
cert
ain
qual
ities
a po
sitiv
e at
titud
efo
r ex
ampl
e,on
e th
at in
dica
tes
her
will
ingn
ess
topa
rtic
ipat
e an
d le
arn.
But
Sim
on a
nd D
ippo
sug
gest
that
suc
h qu
ality
can
be
ce..s
true
d as
"a
part
icul
ar p
ract
ical
con
grue
nce
betw
een
a sp
ecif
ic s
et3f
stu
dent
capa
citie
s an
d th
e ex
istin
g re
quir
emen
ts o
f an
alre
ady-
esta
blis
hed
soci
al f
orm
" (1
992,
p. 1
28).
In
othe
r w
ords
, the
perc
eptio
n V
havi
ng a
so-
calle
d "g
ood
attit
ude"
or
to b
e en
gage
din
a c
erta
inm
anne
r (o
r w
ith c
erta
in p
eopl
e)is
evi
denc
e th
at o
ne p
osse
sses
cert
ain
qual
ities
. For
you
ng w
omen
and
men
for
min
gth
eir
gend
erid
entit
ies,
this
is p
artic
ular
ly im
port
ant a
s th
ere
isco
nsid
erab
lepr
essu
re to
con
form
to th
at w
hich
is a
lrea
dy k
now
n. T
he s
ame
hold
s tr
ue f
or S
usan
's e
xper
ienc
e as
a le
ader
mal
esdo
n't l
iste
n to
fem
ales
whe
ther
they
're r
ight
or
wro
ng. S
he m
ayth
en f
orm
the
view
that
she
has
to g
rin
and
bear
it in
ord
er to
mak
e it
thro
ugh.
Her
e th
e ch
oice
can
be
prob
lem
atic
for
par
ticip
ants
.A
imee
can
choo
se to
sta
y w
ith th
e po
rtag
e an
d gr
ow a
nd f
eel
good
aft
eror
Susa
n m
ay g
rin
and
bear
it. B
oth
risk
sus
tain
ing
pote
ntia
lly in
equi
-ta
ble
and
disr
espe
ctfu
l rel
atio
nshi
ps w
ithin
exi
stin
gso
cial
nor
ms
abou
t the
rol
es o
f w
omen
. But
alth
ough
the
choi
cene
eds
to b
ecl
earl
y th
at o
f th
e st
uden
t, te
ache
rs a
nd c
urri
culu
m n
eed
toan
tici-
pate
, ack
now
ledg
e, a
nd r
espo
nd to
suc
hdi
lem
mas
. Ant
icip
atio
n, o
rex
amin
ing
the
pote
ntia
l for
dev
elop
men
t in
an e
xper
ienc
e,is
com
-
mon
in e
xper
ient
ial e
duca
tionw
hy n
otin
clud
e di
scus
sion
s of
the
dile
mm
a of
stic
king
with
a d
iffi
cult
and
fund
amen
tally
flaw
ed s
itu-
atio
n? W
hy n
ot d
iscu
ss h
ow o
ne m
ight
con
cept
ualiz
e an
dne
gotia
te
issu
es o
f id
entit
y fo
rmat
ion
with
in c
halle
ngin
g,en
dura
nce
situ
a-tio
ns?
The
key
her
e, o
f co
urse
, is
for
prac
titio
ners
tofr
ame
chal
-le
nges
in a
way
that
wou
ld m
axim
ize
the
tran
sfor
mat
ive
pote
ntia
l
of e
xper
ienc
e.4.
Exp
erie
nce
is th
e kn
owle
dge
and
unde
rsta
ndin
g on
e ac
com
-pl
ishe
s or
dev
elop
s in
the
way
in w
hich
one
mak
es s
ense
of a
situ
a-tio
n or
set
of
even
ts. S
imon
and
Dip
po s
ee th
ere
latio
nshi
ps th
atpe
ople
for
m "
as a
n un
ders
tand
ing
that
is c
onst
ruct
ed a
s a
part
icul
arin
terp
reta
tion
of a
spe
cifi
c en
gage
men
t with
mat
eria
l and
peop
le
over
tim
e" (
1992
, p. 1
28).
Thi
sve
rsio
n of
exp
erie
nce
is d
epen
dent
both
on
wha
t par
ticip
ants
bri
ng to
the
situ
atio
n in
term
sof
pre
-di
spos
ition
s, id
eas,
and
ass
umpt
ions
, and
on
the
cont
ext
and
4:2
Gen
der
and
Eng
agem
ent
89
refl
ectiv
e op
port
uniti
es th
at p
rogr
ams
may
off
er. H
elen
's a
ccou
ntof
mis
use
of th
e ch
alkl
ine
on th
e fl
oor
is a
cas
e in
poi
nt. S
he f
ound
the
reac
tion
of th
e m
ales
to h
er d
iffe
rent
app
roac
h to
be
offe
nsiv
e.In
the
end,
alth
ough
she
wan
ted
to c
onfr
ont o
ne p
artic
ular
mal
eab
out h
is s
exis
t atti
tude
, she
dec
ided
"to
let i
t go"
(H
elen
jour
nal 1
,p.
9).
Thi
s w
as a
n op
port
unity
for
her
to c
onfr
ont t
he id
eas,
term
s,pr
oced
ures
, rel
atio
ns, a
nd h
er f
eelin
gsan
d in
doi
ng s
o, to
mak
ese
nse
of th
eir
pres
ence
in th
e w
orkp
lace
. How
ever
, she
had
alr
eady
lear
ned
the
usel
essn
ess
of c
onfr
onta
tion,
and
the
teac
hers
wer
e no
tm
odel
ling
anyt
hing
that
told
her
how
it m
ight
be
diff
eren
t. A
criti
cal p
edag
ogy
of w
ork
educ
atio
n, a
ccor
ding
to S
imon
and
Dip
po, w
ould
mea
n th
at s
uch
situ
atio
ns w
ould
be
exam
ined
inor
der
to e
stab
lish
whe
ther
"ex
istin
g fo
rms
enco
urag
e ex
pand
edca
paci
ties
or w
heth
er th
ey d
eny,
dis
able
, dis
tort
, dilu
te th
ese
capa
citie
s" (
p. 1
23).
It w
ould
mea
n th
at n
o ex
peri
ence
wou
ld b
ece
lebr
ated
unc
ritic
ally
.
The
se f
our
view
s of
exp
erie
nce
can
be s
umm
ariz
ed a
nd u
nder
-st
ood
ina
broa
der
fash
ion
thro
ugh
the
fiel
dof
cul
tura
lps
ycho
logy
the
stud
y of
Con
text
ual b
ehav
iour
of
psyc
holo
gica
lpr
oces
ses.
Col
e (1
990)
und
erst
ands
that
wha
t mak
es h
uman
sdi
ffer
ent f
rom
oth
er s
peci
es is
that
we
are
able
to m
odif
y ou
ren
viro
nmen
t thr
ough
the
prod
uctio
n of
art
ifac
ts, a
nd th
at th
ese
artif
acts
are
the
mea
ns b
y w
hich
hum
ans
are
able
to r
epro
duce
and
tran
sfor
m s
ubse
quen
t gen
erat
ions
. Now
, art
ifac
ts a
re c
onst
itute
d of
both
tech
nica
l and
soc
ial r
elat
ions
for
exam
ple,
the
deve
lopm
ent
of a
pro
cedu
ral s
kill
such
as
build
ing
a ho
use
is a
tech
nica
l rel
atio
n.T
echn
ical
rel
atio
ns a
re e
mbe
dded
in s
ocia
l rel
atio
ns w
hich
are
the
sym
bolic
und
erst
andi
ngs
that
acc
ompa
ny p
rodu
ctiv
e ac
tivity
. In
othe
r w
ords
, the
two
mut
ually
mod
ify
one
anot
her,
not
unl
ike
theo
ry a
nd p
ract
ice
rela
tions
hips
. The
fir
st tw
o vi
ews
of e
xper
ienc
efo
rmul
ated
by
Sim
on a
nd D
ippo
, tho
se o
f ex
peri
ence
as
info
r-m
atio
n an
d te
chni
ques
and
as
the
acqu
isiti
on o
f pe
rson
al c
hara
cter
-is
tics
used
her
e, a
re e
xam
ples
of
tech
nica
l rel
atio
ns. T
he la
tter
two,
endu
ranc
e of
cha
lleng
ing
situ
atio
ns a
nd k
now
ledg
e an
d un
der-
stan
ding
, can
be
unde
rsto
od a
s so
cial
rel
atio
ns o
r th
e co
ncep
tual
side
of
prac
tical
pro
duct
ion.
Thi
s se
cond
ary,
tech
nolo
gica
l-st
udie
spr
ogra
m w
as b
ased
on
the
notio
n th
at th
e au
then
tic e
xper
ienc
e of
build
ing
a ho
use
wou
ld b
e an
app
ropr
iate
rite
of
pass
age
for
the
23
90C
hapt
er 6
IG
ende
r an
d E
ngag
emen
t91
deve
lopm
ent o
f th
ese
adol
esce
nt a
nd a
dult
men
and
wom
td.S
imon
,D
ippo
, and
Sch
enke
(19
91)
cont
end
that
the
deve
lopm
ent
of p
rofi
-ci
ency
and
a s
ense
of
com
pete
nce
is v
alua
ble
toth
e ex
tent
that
whe
re
wor
k ed
ucat
ion
prog
ram
s fo
cus
excl
usiv
ely
on th
e te
chni
cal
rela
-
tions
of
prod
uctio
n, th
ey d
eny
stud
ents
the
oppo
rtun
ity to
deve
lop
insi
ghts
into
the
soci
al r
elat
ions
with
in w
hich
tech
niqu
eis
em
bed-
ded.
(p.
132
)
The
cur
rent
s id
entif
ied
here
rep
rese
nt te
nsio
ns f
ound
in s
choo
ls:
an e
mph
asis
on
educ
atio
nfo
r w
ork
trai
ning
on
the
one
hand
, and
educ
atio
n fo
r pe
rson
al d
evel
opm
ent o
n th
e ot
her.
Thi
ste
nsio
n is
play
ed o
ut in
the
cont
ext o
f an
em
phas
is o
n w
ork
prep
arat
ion
atth
e
expe
nse
of d
evel
opm
ent o
f ge
nder
iden
titie
s w
hich
que
stio
n th
ele
gitim
acy
of p
reva
iling
soc
ial r
oles
. The
mai
n po
int
isth
atre
sear
cher
s ar
e on
ly ju
st b
egin
ning
to o
bser
ve a
nd li
sten
toth
e na
r-ra
tives
of
teac
hers
and
wha
t the
y ha
ve to
say
abo
ut th
eir
teac
hing
.T
his
stud
y is
par
t of
that
pro
cess
, but
mor
e im
port
antly
,it h
as a
lso
give
n vo
ice
to s
tude
nts.
The
ir v
oice
s ar
e im
port
ant
beca
use,
like
teac
hers
, stu
dent
s no
t onl
y ha
ve s
igni
fica
nt (
and
som
etim
escr
yptic
)st
orie
s to
tell
but t
hese
sto
ries
rep
rese
nt d
epar
ture
poin
ts f
rom
whi
ch r
esea
rche
rs a
nd, m
ore
impo
rtan
tly, t
each
ers
can
enga
gein
the
deve
lopm
ent o
f a
criti
cal p
raxi
s.
Ref
eren
ces
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n, R
. E. (
Ed.
). (
1990
). T
he c
onci
se O
xfor
d di
ctio
nary
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ent
Eng
lish
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ed.
). O
xfor
d: C
lare
ndon
Pre
ss.
Bel
enky
, M.,
Clin
chy,
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dber
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& T
arul
e, J
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86).
Wom
en's
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kno
win
g: T
he d
evel
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oice
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ew Y
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ooks
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arpe
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A H
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rric
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cAvo
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trin
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ert (
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atio
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oors
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ond
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arch
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posi
um p
roce
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ng li
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. (19
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ond
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grat
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t eng
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ent.
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ublis
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xper
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ngpr
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e w
isdo
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ence
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