Gender dynamics in high school policy debate: propagating gender hierarchies in advocating ‘better’ futures

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Gender and Education Pub Date : 2022-07-15 DOI:10.1080/09540253.2022.2094348

S. Robertson, Petra Zuniga, H. Christenson, Jason Young

引用次数: 1

Abstract

ABSTRACT High school policy debate is an academically rigourous and highly competitive US activity—elite debaters often go on to top universities and pursue successful careers. Access to the skills that debate teaches is invaluable for high schoolers, but these benefits are not equally accessible to all. As a historically male-dominated activity, the number of male debaters remains disproportionately high and the activity continues to be highly influenced by gender hierarchies. Through semi-structured interviews, this paper addresses the question: what makes high school policy debate a unique educational space for producing gender dynamics, and what are the impacts of those dynamics on debaters that identify as women? Our findings show that debate is a complex and contradictory space. While women in debate are disadvantaged by gender imbalance, implicit activity norms, and instances of objectification and sexual violence, the activity also arms students with tools to disrupt these gender hierarchies.

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高中政策辩论中的性别动态:在倡导“更好”未来的过程中传播性别等级

摘要高中政策辩论是一项学术严谨、竞争激烈的美国活动——精英辩论家通常会进入顶尖大学，追求成功的职业生涯。获得辩论教授的技能对高中生来说是非常宝贵的，但并非所有人都能获得这些好处。作为一项历史上以男性为主的活动，男性辩手的数量仍然不成比例地高，而且这项活动继续受到性别等级制度的高度影响。通过半结构化访谈，本文解决了这样一个问题：是什么让高中政策辩论成为产生性别动态的独特教育空间，以及这些动态对认同女性的辩论者有什么影响？我们的研究结果表明，辩论是一个复杂而矛盾的空间。尽管辩论中的女性因性别失衡、隐性活动规范、物化和性暴力事件而处于不利地位，但这项活动也为学生提供了打破这些性别等级制度的工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gender and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

9.10%

发文量

期刊介绍： Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.