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Using Gender to Preserve Tracking's Status Hierarchy: The Defensive Strategy of Entrenched Teachers
Author(s) -
Datnow Amanda
Publication year - 1997
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.1997.28.2.204
Subject(s) - hierarchy , patriarchy , tracking (education) , sociology , politics , representation (politics) , bureaucracy , school teachers , gender studies , mathematics education , political science , pedagogy , psychology , law
In a case study of a racially mixed high school undertaking detrucking, gender politics among the teachers emerged as a shaping force in the reform effort. This paper examines the politics of representation among two factions of teachers at the school. The reform, led by a party of female teachers, was derailed as a coalition of male teachers employed a gender discourse to successfully capture the dominant mode of representing what “school” means. The entrenched male teachers' efforts at maintaining a culture of patriarchy was part of their larger movement to maintain tracking's status hierarchy among students.