Emergent Gender Roles Within Tween Popular Culture: Perspectives From Mexican American Students in a Fifth-Grade Classroom

References

• Bell, L. A. (1991). Changing our ideas about ourselves: Group consciousness raising with elementary school girls as a means to empowerment. In C. E. Sleeter (Ed.), Empowerment through multicultural education (pp. 229–249). Albany: State University of New York Press.
   Google Scholar
• Blau, S. D. (2003). The literature workshop: Teaching texts and their readers. Portsmouth, NH: Heinemann.
   Google Scholar
• Box Office Mojo. (2014, November 9). Franchises: Twilight. Retrieved from http://boxofficemojo.com/franchises/chart/?id=twilight.htm
   Google Scholar
• Croxford, L., Ducklin, A., Frame, B., & Tinklin, T. (2005). Gender and attitudes to work and family roles: The views of young people at the millennium. Gender and Education, 17(2), 129–142. doi:10.1080/0954025042000301429
   Google Scholar
• Delgado, G. C. (1994). Consejos: The power of cultural narratives. Anthropology & Education Quarterly, 25(3), 298–316. doi:10.1525/aeq.1994.25.3.04x0146p
   Google Scholar
• Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: New Press. (Original work published 1995)
   Google Scholar
• Diamond, F. (2011). Beauty and the beautiful beast: Stephanie Meyer’s Twilight saga and the quest for a transgressive female desire. Australian Feminist Studies, 26(67), 41–55. doi:10.1080/08164649.2010.546327
   Web of Science ®Google Scholar
• Durkin, K. (2005). Children’s understanding of gender roles in society. In M. Barrett & E. Buchanan-Barrow (Eds.), Children’s understanding of society (pp. 135–167). New York, NY: Psychology Press.
   Google Scholar
• Espinosa, L. (2003). Seventh graders and sexism: A new teacher helps her students analyze gender stereotypes in the media. Rethinking Schools Online, 17(3). Retrieved from http://www.rethinkingschools.org/archive/17_03/seve173.shtml
   Google Scholar
• Fraser, N. (2008). Unruly practices: Power, discourse, and gender in contemporary social theory. St. Paul: University of Minnesota Press.
   Google Scholar
• Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). New York, NY: Continuum Press.
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
   Google Scholar
• Godina, H. (1996). The canonical debate: Implementing multicultural literature and perspectives. Journal of Adolescent and Adult Literacy, 39(7), 544–549.
   Web of Science ®Google Scholar
• Godina, H. (1999). High school students of Mexican background in the Midwest: Cultural differences as a constraint to effective literacy instruction. In T. Shanahan & F. V. Rodriguez-Brown (Eds.), National Reading Conference annual yearbook (Vol. 48, pp. 266–279). Chicago, IL: National Reading Conference.
   Google Scholar
• Godina, H. (2004). The contradictory literacy practices of Mexican background students: Results from an ethnography in the rural Midwest. Bilingual Research Journal, 28(2), 153–180. doi:10.1080/15235882.2004.10162812
   Google Scholar
• Godina, H., & McCoy, R. (2000). Emic and etic perspectives on culturally-relevant text for all students: Moving beyond a tacit reading of Chicano multicultural literature. Journal of Adolescent & Adult Literacy, 44(2), 172–179.
   Web of Science ®Google Scholar
• Greenwald, A. (2003). Nothing feels good: Punk, rock, teenagers, and emo. New York, NY: St. Martin’s Griffin.
   Google Scholar
• Kramarae, C. (1981). Women and men speaking: Frameworks for analysis. Rowley, MA: Newbury House.
   Google Scholar
• Levinson, B. A. U. (2001). We are all equal: Student culture and identity at a Mexican secondary school, 1988–1998. Durham, NC: Duke University Press.
   Google Scholar
• Lock, J. (2002). Violence and sexual minority youth. Journal of School Violence, 1(3), 77–89. doi:10.1300/J202v01n03_05
   Google Scholar
• Marshall, E. (2004). Stripping for the wolf: Rethinking representations of gender in children’s literature. Reading Research Quarterly, 39, 256–270. doi:10.1598/RRQ.39.3.1
   Web of Science ®Google Scholar
• Marzollo, J., & Wick, W. (2003). I spy: Ultimate challenger! A picture book of riddles. New York, NY: Scholastic.
   Google Scholar
• Marzollo, J., Wick, W., & Mlawer, T. (1994). Veo: Un libro de advinanzas ilustradas. [I see: A book of illustrated riddles] New York, NY: Scholastic.
   Google Scholar
• McCarthy, C. (1988). Rethinking liberal and radical perspectives on racial inequality in schooling: Making the case for non-synchrony. Harvard Educational Review, 58, 265–280. doi:10.17763/haer.58.3.x837383281745343
   Web of Science ®Google Scholar
• McCarthy, C. (1998). The uses of culture: Education and the limits of ethnic affiliation. New York, NY: Routledge.
   Google Scholar
• Meyer, S. (2005). Twilight. New York, NY: Little, Brown.
   Google Scholar
• Meyer, S. (2006). New moon. New York, NY: Little, Brown.
   Google Scholar
• Meyer, S. (2007). Eclipse. New York, NY: Little, Brown.
   Google Scholar
• Meyer, S. (2008). Breaking dawn. New York, NY: Little, Brown.
   Google Scholar
• Moriarty, M. (2009). Roland Barthes on toys and society. Retrieved from http://www.tcrecord.org/Content.asp?ContentId=15760
   Google Scholar
• National Center for Education Statistics. (2013). A first look: 2013 mathematics and reading: National Assessment of Educational Progress at Grades 4 and 8. Retrieved from http://nces.ed.gov/nationsreportcard/subject/publications/main2013/pdf/2014451.pdf
   Google Scholar
• National Center for Education Statistics. (2014). The condition of education: Racial and ethnic enrollment in public schools. Retrieved from http://nces.ed.gov/programs/coe/indicator_cge.asp
   Google Scholar
• Patchen, T. (2006). Engendering participation, deliberating dependence: Inner-city adolescents’ perceptions of classroom practice. Teachers College Record, 108(10), 2053–2079. doi:10.1111/tcre.2006.108.issue-10
   Google Scholar
• Powlishta, K. K. (2004). Gender as a social category: Inter-group processes and gender role development. In M. Bennett & F. Sani (Eds.), The development of the social self (pp. 103–157). New York, NY: Psychology Press.
   Google Scholar
• Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36(1), 14–24. doi:10.1037/0012-1649.36.1.14
   PubMed Web of Science ®Google Scholar
• Sadker, D. (1999). Gender equity: Still knocking at the classroom door. Educational Leadership, 56, 22–26.
   Web of Science ®Google Scholar
• Sadker, M., & Sadker, D. (1995). Failing at fairness: How our schools cheat girls. New York, NY: Touchstone.
   Google Scholar
• Said, E. W. (1993). Culture and imperialism. New York, NY: Knopf.
   Google Scholar
• Smith, M. W., & Wilhelm, J. D. (2002). “Reading don’t fix no Chevys”: Literacy in the lives of young men. Portsmouth, NH: Heinemann.
   Google Scholar
• Spender, D. (1980). Man made language. London, UK: Routledge.
   Google Scholar
• Statistics Brain. (2013, November 27). Total Twilight franchise sales/revenue. Retrieved from http://www.statisticbrain.com/total-twilight-franchise-sales-revenue/
   Google Scholar
• Stevens, L. P., & Bean, T. W. (2007). Critical literacy: Context, research, and practice in the K-12 classroom. Thousand Oaks, CA: Sage.
   Google Scholar
• Stoker, B. (2003). Dracula (Enriched classics series). New York, NY: Simon & Schuster.
   Google Scholar
• Weis, L. (1991). Disempowering White working-class females: The role of the high school. In C. E. Sleeter (Ed.), Empowerment through multicultural education (pp. 95–121). Albany: State University of New York Press.
   Google Scholar
• Willis, P. (1981). Learning to labor: How working-class kids get working-class jobs. New York, NY: Columbia University Press.
   Google Scholar
• Winters, P., De Janvry, A., & Sadoulet, E. (2001). Family and community networks in Mexico-US migration. Journal of Human Resources, 36, 159–184. doi:10.2307/3069674
   Web of Science ®Google Scholar
• Wohlwend, K. E. (2009). Damsels in discourse: Girls consuming and producing identity texts through Disney princess play. Reading Research Quarterly, 44, 57–83. doi:10.1598/RRQ.44.1.3
   Web of Science ®Google Scholar