Some Complexities of Gendered Talk about Texts
In this study, I reanalyzed classroom discussion data. I approached this inquiry with a social-enactment theoretical orientation and a substantive framework based on gendered classroom interactions, multiple subjectivities, and power relationships. The data sources consisted of three videotaped class discussions and interviews about the discussions as well as fieldnotes produced during my weekly observations conducted during an academic year in an Advanced Placement English class. I analyzed the actions and interactions of two highly visible 12th graders. The students accepted and contested traditional gender-based expectations, indicating some complexities of gendered talk about texts. Locating literacy events theoretically at the confluence of external forces and individual actions helped me explain these actions and interactions and suggest possible classroom practices. I close this report with concerns and questions.