Educational Practices Leading to the Reproduction of Inequality: The Underrepresentation of Girls among Gifted Students
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Estudos Feministas |
Texto Completo: | https://periodicos.ufsc.br/index.php/ref/article/view/S0104-026X2011000200013 |
Resumo: | According to numerous indicators, Brazil and Latin America are very close to reaching the gender equality goal of Education for All. However, a more careful analysis of statistics finds some niches which are unfavourable to girls, since they are perceived by means of prejudice and stereotypes. This is the case of a state educational system in Brazil, where we detected a clear underrepresentation of girls in a program for gifted pupils. The research project aimed to analyze the criteria used for identifying and recommending pupils to enroll in such a program. Based on specifically processed statistics, the researchers selected the geographical area where underrepresentation reached its highest level. Then they conducted semi-structured interviews with schoolteachers as well as with teachers and psychologists of the Program. After that, each participant filled out a checklist of “typical” features and/or behaviours found in gifted girls and boys. Results revealed that schoolteachers underestimated girls’ abilities and skills in the process of selection and recommendation for the program. According to interviews, their own negative image of woman partially affects this bias against female pupils. Nevertheless, the Program’s teachers and psychologists had a much better understanding on gender inequalities and giftedness, compatible with specialized literature. Therefore, the underrepresentation of girls was a result of a largely biased, subjective selection process and recommendation at schools. As a consequence, teachers need adequate preparation if the educational system maintains the program. |
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Educational Practices Leading to the Reproduction of Inequality: The Underrepresentation of Girls among Gifted StudentsPráticas pedagógicas reprodutoras de desigualdades: a subrepresentação de meninas entre alunos superdotadosAccording to numerous indicators, Brazil and Latin America are very close to reaching the gender equality goal of Education for All. However, a more careful analysis of statistics finds some niches which are unfavourable to girls, since they are perceived by means of prejudice and stereotypes. This is the case of a state educational system in Brazil, where we detected a clear underrepresentation of girls in a program for gifted pupils. The research project aimed to analyze the criteria used for identifying and recommending pupils to enroll in such a program. Based on specifically processed statistics, the researchers selected the geographical area where underrepresentation reached its highest level. Then they conducted semi-structured interviews with schoolteachers as well as with teachers and psychologists of the Program. After that, each participant filled out a checklist of “typical” features and/or behaviours found in gifted girls and boys. Results revealed that schoolteachers underestimated girls’ abilities and skills in the process of selection and recommendation for the program. According to interviews, their own negative image of woman partially affects this bias against female pupils. Nevertheless, the Program’s teachers and psychologists had a much better understanding on gender inequalities and giftedness, compatible with specialized literature. Therefore, the underrepresentation of girls was a result of a largely biased, subjective selection process and recommendation at schools. As a consequence, teachers need adequate preparation if the educational system maintains the program.Muitos indicadores do Brasil e da América Latina mostram que ambos estão muito próximos da meta de paridade de gêneros da Educação para Todos. Entretanto, esmiuçando as estatísticas, encontram-se nichos nos quais as meninas são tratadas diferentemente, com base em preconceitos e estereótipos. Esse é o caso de um sistema de ensino em que as alunas são sub-representadas no seu Programa de Atendimento ao Aluno com Altas Habilidades/Superdotação. A presente pesquisa investigou os critérios para identificar e encaminhar esses alunos. Com base em dados especialmente tabulados, foi selecionada a área geográfica com a menor representação de alunas, onde se realizaram entrevistas semiestruturadas com os profissionais do ensino regular, responsáveis pela indicação dos alunos, e com os profissionais do Programa. Após cada entrevista, foi entregue um formulário, em forma de check-list, com as características e/ou comportamentos que podem ser evidenciados nos alunos e nas alunas identificados como superdotados. A análise revelou que a subestimativa dos talentos femininos ocorre na seleção e na indicação de discentes pelos professores do ensino regular, quando as meninas são vistas pelas lentes de estereótipos, com a internalização de imagens de inferioridade pelas/os próprias/os professoras/es, em ampla maioria mulheres. Entretanto, os professores e os psicólogos do Programa evidenciaram ter compreensão da paridade de gênero e do conceito de altas habilidades/superdotados, esse coerente com a literatura. Assim, a sub-representação de meninas surge antes da porta de entrada, devendo os professores do ensino regular ser adequadamente preparados para realizar as indicações.Universidade Federal de Santa Catarina2011-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/ref/article/view/S0104-026X201100020001310.1590/S0104-026X2011000200013Revista Estudos Feministas; Vol. 19 No. 2 (2011); 503Revista Estudos Feministas; Vol. 19 Núm. 2 (2011); 503Revista Estudos Feministas; v. 19 n. 2 (2011); 5031806-95840104-026Xreponame:Revista Estudos Feministasinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/ref/article/view/S0104-026X2011000200013/19400Copyright (c) 2018 Revista Estudos Feministasinfo:eu-repo/semantics/openAccessReis, Ana Paula Poças Zambelli dosGomes, Candido Alberto da Costa2018-08-14T16:45:44Zoai:periodicos.ufsc.br:article/21473Revistahttps://periodicos.ufsc.br/index.php/ref/indexPUBhttps://periodicos.ufsc.br/index.php/ref/oai||ref@cfh.ufsc.br1806-95840104-026Xopendoar:2022-11-21T11:38:08.797427Revista Estudos Feministas - Universidade Federal de Santa Catarina (UFSC)true |
dc.title.none.fl_str_mv |
Educational Practices Leading to the Reproduction of Inequality: The Underrepresentation of Girls among Gifted Students Práticas pedagógicas reprodutoras de desigualdades: a subrepresentação de meninas entre alunos superdotados |
title |
Educational Practices Leading to the Reproduction of Inequality: The Underrepresentation of Girls among Gifted Students |
spellingShingle |
Educational Practices Leading to the Reproduction of Inequality: The Underrepresentation of Girls among Gifted Students Reis, Ana Paula Poças Zambelli dos |
title_short |
Educational Practices Leading to the Reproduction of Inequality: The Underrepresentation of Girls among Gifted Students |
title_full |
Educational Practices Leading to the Reproduction of Inequality: The Underrepresentation of Girls among Gifted Students |
title_fullStr |
Educational Practices Leading to the Reproduction of Inequality: The Underrepresentation of Girls among Gifted Students |
title_full_unstemmed |
Educational Practices Leading to the Reproduction of Inequality: The Underrepresentation of Girls among Gifted Students |
title_sort |
Educational Practices Leading to the Reproduction of Inequality: The Underrepresentation of Girls among Gifted Students |
author |
Reis, Ana Paula Poças Zambelli dos |
author_facet |
Reis, Ana Paula Poças Zambelli dos Gomes, Candido Alberto da Costa |
author_role |
author |
author2 |
Gomes, Candido Alberto da Costa |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Reis, Ana Paula Poças Zambelli dos Gomes, Candido Alberto da Costa |
description |
According to numerous indicators, Brazil and Latin America are very close to reaching the gender equality goal of Education for All. However, a more careful analysis of statistics finds some niches which are unfavourable to girls, since they are perceived by means of prejudice and stereotypes. This is the case of a state educational system in Brazil, where we detected a clear underrepresentation of girls in a program for gifted pupils. The research project aimed to analyze the criteria used for identifying and recommending pupils to enroll in such a program. Based on specifically processed statistics, the researchers selected the geographical area where underrepresentation reached its highest level. Then they conducted semi-structured interviews with schoolteachers as well as with teachers and psychologists of the Program. After that, each participant filled out a checklist of “typical” features and/or behaviours found in gifted girls and boys. Results revealed that schoolteachers underestimated girls’ abilities and skills in the process of selection and recommendation for the program. According to interviews, their own negative image of woman partially affects this bias against female pupils. Nevertheless, the Program’s teachers and psychologists had a much better understanding on gender inequalities and giftedness, compatible with specialized literature. Therefore, the underrepresentation of girls was a result of a largely biased, subjective selection process and recommendation at schools. As a consequence, teachers need adequate preparation if the educational system maintains the program. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/ref/article/view/S0104-026X2011000200013 10.1590/S0104-026X2011000200013 |
url |
https://periodicos.ufsc.br/index.php/ref/article/view/S0104-026X2011000200013 |
identifier_str_mv |
10.1590/S0104-026X2011000200013 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/ref/article/view/S0104-026X2011000200013/19400 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Revista Estudos Feministas info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Revista Estudos Feministas |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
dc.source.none.fl_str_mv |
Revista Estudos Feministas; Vol. 19 No. 2 (2011); 503 Revista Estudos Feministas; Vol. 19 Núm. 2 (2011); 503 Revista Estudos Feministas; v. 19 n. 2 (2011); 503 1806-9584 0104-026X reponame:Revista Estudos Feministas instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Revista Estudos Feministas |
collection |
Revista Estudos Feministas |
repository.name.fl_str_mv |
Revista Estudos Feministas - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
||ref@cfh.ufsc.br |
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