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dc.contributor.authorRowan, Leonie
dc.contributor.authorLynch, Julianne
dc.contributor.editorDiane Mayer, Jo-Anne Reid, Ninentta Santoro
dc.date.accessioned2017-05-03T15:33:48Z
dc.date.available2017-05-03T15:33:48Z
dc.date.issued2011
dc.date.modified2012-02-10T01:22:19Z
dc.identifier.issn1359-866X
dc.identifier.doi10.1080/1359866X.2011.560650
dc.identifier.urihttp://hdl.handle.net/10072/41885
dc.description.abstractThe participation rates of girls in post-compulsory information technology courses of Australian universities and high schools have remained low (less than 30%), despite three decades of research and analysis. In seeking to better understand this phenomenon, this paper draws upon data collected during an Australian Research Council Linkage project to investigate first, the reasons that teachers and students in contemporary Australian high schools put forward to account for girls' underrepresentation; second, the assumptions about gender that underpin these explanations; and third, the extent to which teachers appear able to respond to the full range of factors shaping girls' decision making. The paper argues that attempts to improve girls' participation rates might continue to falter unless teacher education programs explicitly prepare teachers to conceptualise educational reforms based on understandings of post-structural perspectives on gender; perspectives that challenge the more common explanations for girls' behaviour associated with both essentialist and socialisation mindsets.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeAustralia
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom83
dc.relation.ispartofpageto95
dc.relation.ispartofissue2
dc.relation.ispartofjournalAsia-Pacific Journal of Teacher Education
dc.relation.ispartofvolume39
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleThe continued underrepresentation of girls in post-compulsory information technology courses: a direct challenge to teacher education
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2011
gro.hasfulltextNo Full Text
gro.griffith.authorRowan, Leonie


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