ABSTRACT There is a body of literature--albeit largely from the UK and Australia--that examines the ways in which class and gender influence life course, including educational attainment; however, much of this literature offers explanations and analyses for why individuals choose the life course they do. By assuming a cause-effect relationship between class and gender and life course, these studies perpetuate the idea that life can be predicted and controlled. Such an approach implies there is but one way of viewing--or an "official reading" of--the experience of class and gender.
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- Partial requirement for: Ph.D., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p. 283-302)Note typebibliography
- Field of study: Curriculum and instruction