Susan McCullough
Biographic Data
| ID | 6559462 |
|---|---|
| NAME | Susan McCullough |
| GIVEN NAMES | Susan |
| FAMILY NAME | McCullough |
| SIGNATURE | MCCULLOUGH S |
| AFFILIATIONS | City College of New York |
| ORCID | 0000-0002-6085-1427 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 1 |
I Hope Nobody Feels Harassed”
In this article, based on an ethnographic study conducted at a New York City public middle school during the 2013 to 2014 school year, I examine gender relations between early adolescent girls and boys, and between them and their teachers. The data—interviews and focus groups with girls, as well as observations—reveals girls’ perceptions of the boys’ dominance in the school and the ways in which boys used symbolic violence and sexual harassment t…
Girls, and gender and power relationships in an urban middle school
This paper describes the practices employed by middle school girls in New York City to negotiate their postfeminist school environment and considers the contested notion of girls’ agency. Based on an exploratory ethnographic study, the data reveal that girls – to varying degrees of success – enacted a range of practices to gain power over the pervasive sexism as well as the masculine hegemonic behavior that was the norm at their school
Gender lessons
In this book Scott Richardson uses ethnographic/narrative methodologies to explore how schools, particularly teachers, ‘sextype’ students at the elementary, middle and high school level in the USA
Girls, and gender and power relationships in an urban middle school
This paper describes the practices employed by middle school girls in New York City to negotiate their postfeminist school environment and considers the contested notion of girls’ agency. Based on an exploratory ethnographic study, the data reveal that girls – to varying degrees of success – enacted a range of practices to gain power over the pervasive sexism as well as the masculine hegemonic behavior that was the norm at their school
Gender lessons
In this book Scott Richardson uses ethnographic/narrative methodologies to explore how schools, particularly teachers, ‘sextype’ students at the elementary, middle and high school level in the USA
I Hope Nobody Feels Harassed”
In this article, based on an ethnographic study conducted at a New York City public middle school during the 2013 to 2014 school year, I examine gender relations between early adolescent girls and boys, and between them and their teachers. The data—interviews and focus groups with girls, as well as observations—reveals girls’ perceptions of the boys’ dominance in the school and the ways in which boys used symbolic violence and sexual harassment t…
Girls, and gender and power relationships in an urban middle school
This paper describes the practices employed by middle school girls in New York City to negotiate their postfeminist school environment and considers the contested notion of girls’ agency. Based on an exploratory ethnographic study, the data reveal that girls – to varying degrees of success – enacted a range of practices to gain power over the pervasive sexism as well as the masculine hegemonic behavior that was the norm at their school
Gender Roles and Identity Studies (3 works) · Gender Studies (3 works) · Gender Studies (3 works) · Psychology (3 works) · Sociology (3 works) · Children's Rights and Participation (2 works) · Critical Race Theory in Education (2 works) · Ethnography (2 works) · Power (physics (2 works) · Power structure (2 works)