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• W23867874 abstract "A study critically reviewed current literature on gender and literacy learning as a foundation for the development of theory and further research on gender issues in adult literacy learning. One of the most surprising findings was the real lack of serious attention to gender issues in recent scholarship on early literacy and reading education. The gender and writing research was categorized into three general approaches that paralleled the scheme developed by Solsken (1993). Much of the research on gender and writing was concerned with delineating differences in the writing of women and men. Such research was largely descriptive, and explanations for such differences were adopted rather uncritically from the psychological or sociolinguistic literature, suggesting universal gender-linked developmental patterns. Considerable attention had been given to how the contexts of literacy learning might contribute to differences in the literacy development of males and females. The ways in which gender differences in reading and writing are socially determined, in contexts such as school, family, or ccmmunity, had received surprisingly little attention. Some limiced attention was given to issues of power and identity in studies of gender and writing. The studies on gendered conflicts in writing focused on how individuals both accommodate and resist socially determined gender roles. (Contains 46 references.) (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************kie************* GENDER AND LITERACY LEARNING: IMPLICATIONS FOR RESEARCH IN ADULT LITERACY EDUCATION (PAPER DRAFT FOR ROUNDTABLE SESSION) by Elisabeth Hayes & Jennifer Hopkins, University of Wisconsin-Madison American Educational Research Association Annual Conference New York City, New York, April 1996 First author contact information: Dept. of CAVE, 225 N. Mills St. 276 TEB, Madison, WI, 53706, phone: 608/263-0774 email: erhayes@macc.wisc.edu OBJECTIVES The overall purpose of this study was to critically review current literature on gender and literacy learning, as a foundation for the development of theoryand further research on gender issues in adult literacy learning. Specific objectives were: 1. to identify key conceptual perspectives and research findings on the significance of gender in literacy learning, from childhood to adulthood 2. to assess the strengths and limitations of this scholarship,with an emphasis on its potential relevance to adult literacy education 3. to draw implications for future research and theory-building on gender and adult literacy learning PERSPECTIVES Several perspectives provided the context and rationale for this studY. First, the belief that gender can play a significant role in shaping women and men's learning needs, preferences, and experiences is common in the educational literature. While the greatest attention has been given to disadvantages experienced by girls and women in formal education (for example, the 1992 AAUW Report, How Schools Shortchange Girls), there are also arguments that male students are negatively affected by gender-related biases and stereotypes (Klein, 1985). While many questions exist concerning the role of gender in learning and education, it remains a significant and important focus for further research and scholarship. Second, in adult literacy education in particular, a number of authors have called for educational programs and instructional methods designed to meet gender-specific needs of women (e.g., Camarack, 1992; Kazemek, 1988; Van Dijk, 1991). However, such recommendations are typically based on undocumented asse*ins or very limited empirical evidence about gender-related characteristics. In an earlier investigation, we found only a handful of empirical studies on adult women's literacy learning or gender differences in literacy learning among adults (Hayes & Hopkins) 1995). While these studies were suggestive of potentially distinctive aspects of women's literacy learning, as a whole the body of literature was far too insubstantial to support any conclusions. Nor was there any coherent focus among the identified studies or any apparent effort to clarify the conceptual frameworks that might guide research on gender and literacy learning. Finally, while the purpose of the present study was to assess theory and research on gender differences in literacy learning across the lifespan, the intent was net to simply apply findings about children to adult literacy learning. Adult learning theory supports the premise that differences in children and adults' cognitive abilities, psychosocial development, life siti ons, and the contexts of adult literacy learning wetrd make generalizations o research findinus inappropriate. However, such research and related theoretical perspectives might suggest issues, questions, and guiding concepts that could be fruitfully explored in studies of gender and U.S. DEPARTMENT OF EDUCATION PERIVIISSION TO REPRODUCE THIS C` Office of Educational Recearch and Improvement ErCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY sZt CENTER (ERIC) 4,1 This documont has boon reproduced as received trom the person or organization originating it. 0 Minor changes have been made to Improve reproduction quality. 2 Points of view or opinions stated in this TO THE EDUCA NAL RESOURCES document do not necessarily represent BEST COPY AVAILABLE INFORMATION CENTER (ERIC). official OERI position or policy. ," @default.
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• W23867874 title "Gender and Literacy Learning: Implications for Research in Adult Literacy Education." @default.
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