On the Vague Meaning of “Gender” in Education Research

The Problem, Its Sources, and Recommendations for Practice

Dados Bibliográficos

ID9734765
AutoresHoward M Glasser (Michigan Department of Education, autor correspondente), John P Smith (0000-0002-8354-4980, The Nature Conservancy)
Ano2008
Volume37
Fascículo6
Páginas343-350
Data de publicação2008-08-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x08323718
OpenAlexW2053704499
IdiomaEN
Citações recebidas20
Referências citadas25

Writers for both academic and popular audiences often use the term gender when considering differences between the educational experiences of male and female students, and the distinction often appears to be based on a traditional understanding of the term sex. The authors of this article argue that gender and sex should be distinguished more clearly in education research and that the pattern of unclear, conflated, and even synonymous use of the terms has slowed progress in understanding how gender influences students’ educational experiences. The authors present evidence of conflated use, review the wide diversity in orienting perspectives and definitions of gender, show how current American Psychological Association publication guidelines fail to provide clear guidance on the use of the terms, and make recommendations for improving research practice

Association (psychology · Conflation · Diversity (politics · Educational research · Epistemology · Meaning (existential · Pedagogy · Sociology · Term (time · Typology · Gender Roles and Identity Studies · Historical Education Studies Worldwide · Psychology · Social Psychology · Teacher Education and Leadership Studies