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Smart GirlsSuccess, School, and the Myth of Post-Feminism$
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Shauna Pomerantz and Rebecca Raby

Print publication date: 2017

Print ISBN-13: 9780520284142

Published to California Scholarship Online: September 2017

DOI: 10.1525/california/9780520284142.001.0001

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PRINTED FROM CALIFORNIA SCHOLARSHIP ONLINE (www.california.universitypressscholarship.com). (c) Copyright University of California Press, 2017. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in CALSO for personal use (for details see http://california.universitypressscholarship.com/page/535/privacy-policy-and-legal-notice).date: 21 November 2017

Sexism and the Smart Girl

Sexism and the Smart Girl

Chapter:
(p.93) Chapter Four Sexism and the Smart Girl
Source:
Smart Girls
Author(s):

Shauna Pomerantz

Rebecca Raby

Publisher:
University of California Press
DOI:10.1525/california/9780520284142.003.0004

In this chapter, we explore the tension between girls’ assumptions of gender equality and the sexism they (or we) identified. When girls did not see sexism in their lives, it sometimes created tensions, which were in turn interpreted as personal problems that they needed to solve alone. We also juxtapose the stories girls told about their perceptions of gender dynamics in the school to those of boys, who offered a very different perspective. While girls often felt that boys were favored by teachers – allowed to joke around, play the class clown, and derail lessons on a dime – many boys expressed feelings of gender discrimination around assumptions that they were automatic troublemakers.

Keywords:   post-feminism, sexism, gender inequality, teachers, boys, future, class clown, teacher’s pet

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