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Using Sociotransformative Constructivism (sTc) to Unearth Gender Identity Discourses in Upper Elementary Schools

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Title: Using Sociotransformative Constructivism (sTc) to Unearth Gender Identity Discourses in Upper Elementary Schools
Language: English
Authors: Rodriguez, Alberto J., Zozakiewicz, Cathy
Source: Penn GSE Perspectives on Urban Education. Win 2005 3(2).
Availability: University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu
Peer Reviewed: Y
Page Count: 14
Publication Date: 2005
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 9906339
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Constructivism (Learning), Cultural Pluralism, Sexual Identity, Females, Elementary School Students, Student Attitudes, Faculty Development, Elementary School Science, Elementary School Mathematics, Elementary School Teachers, Grade 4, Grade 5, Attitude Change, Student Behavior, Gender Differences, Sex Role, Intervention, Program Effectiveness
ISSN: 1946-7109
Abstract: In this article, the authors discuss a two-year long professional development research project that took place in the borderlands of the U. S. Southwest and involved a partnership between university and local school district faculty. This intervention project, called Maxima, was designed to positively impact the attitudes and participation of culturally diverse girls (in this case mainly Latinas and Anglos) in science and mathematics. The goal was to assist teachers in making their mathematics and science classrooms more gender-inclusive, socially relevant, and student-centered. To this end, the authors used a theoretical orientation called "sociotransformative constructivism" (sTc), which unites social constructivism as a theory of learning with multiculturalism as a theory of social justice (Rodriguez, 1998, 2002). Their research focused on the following questions: (1) In what ways does an sTc orientation impact the gender identity awareness of girls over time? (2) In what ways does an sTc orientation impact the girls' attitudes toward and participation in science and mathematics classes over time? and (3) What transformative insights can be gathered through conversations with girls about gender and the role gender plays in learning within their science and mathematics classroom?
Abstractor: ERIC
Entry Date: 2020
Accession Number: EJ1239938
Database: ERIC
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  Data: Using Sociotransformative Constructivism (sTc) to Unearth Gender Identity Discourses in Upper Elementary Schools
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  Data: <searchLink fieldCode="AR" term="%22Rodriguez%2C+Alberto+J%2E%22">Rodriguez, Alberto J.</searchLink><br /><searchLink fieldCode="AR" term="%22Zozakiewicz%2C+Cathy%22">Zozakiewicz, Cathy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Penn+GSE+Perspectives+on+Urban+Education%22"><i>Penn GSE Perspectives on Urban Education</i></searchLink>. Win 2005 3(2).
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  Data: University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu
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  Data: 14
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  Data: National Science Foundation (NSF)
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  Data: 9906339
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  Data: Journal Articles<br />Reports - Research
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  Data: 1946-7109
– Name: Abstract
  Label: Abstract
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  Data: In this article, the authors discuss a two-year long professional development research project that took place in the borderlands of the U. S. Southwest and involved a partnership between university and local school district faculty. This intervention project, called Maxima, was designed to positively impact the attitudes and participation of culturally diverse girls (in this case mainly Latinas and Anglos) in science and mathematics. The goal was to assist teachers in making their mathematics and science classrooms more gender-inclusive, socially relevant, and student-centered. To this end, the authors used a theoretical orientation called "sociotransformative constructivism" (sTc), which unites social constructivism as a theory of learning with multiculturalism as a theory of social justice (Rodriguez, 1998, 2002). Their research focused on the following questions: (1) In what ways does an sTc orientation impact the gender identity awareness of girls over time? (2) In what ways does an sTc orientation impact the girls' attitudes toward and participation in science and mathematics classes over time? and (3) What transformative insights can be gathered through conversations with girls about gender and the role gender plays in learning within their science and mathematics classroom?
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  Data: 2020
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  Data: EJ1239938
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Cultural Pluralism
        Type: general
      – SubjectFull: Sexual Identity
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Elementary School Science
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Attitude Change
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Sex Role
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
    Titles:
      – TitleFull: Using Sociotransformative Constructivism (sTc) to Unearth Gender Identity Discourses in Upper Elementary Schools
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            NameFull: Rodriguez, Alberto J.
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              Y: 2005
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