Analyzing Discourses of Gifted Students in Terms of Their Perspectives on Social Gender


ÜNVEREN KAPANADZE D.

International Journal of Instruction, vol.12, no.2, pp.539-558, 2019 (Journal Indexed in ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 12 Issue: 2
  • Publication Date: 2019
  • Doi Number: 10.29333/iji.2019.12234a
  • Title of Journal : International Journal of Instruction
  • Page Numbers: pp.539-558
  • Keywords: gendered discourse, gifted students, language, education, story writing, ATTITUDES

Abstract

This study aims to investigate the perspectives of gifted students on social gender through the stories they wrote and personal identification forms. In the study, cross-sectional screening method was used. The sample of the study was 55 gifted students of Centre of Science, Art and Education in 6 provinces of Turkey. Content analysis and Pearson Product-Moment Correlation Coefficient were used to analyze data. Items in the texts were examined in their relation to each other. Not only the frequency analysis was made, also we tried to identify and analyze the context and positions of the items in relation to others. As result of content analysis, we concluded with seven categories; linguistic form, language code, grammar structure and features, vocabulary specificity, ambiguity and uncertainty and power of attitude. In the structures related to linguistic form, intensely female or intensely male expressions and semantic constructs that connate them were observed. The traditional and common way of using and attaching meaning to the words, were found in many stories. Some students employed the words in the context of traditional social values and the taboo gendered discourse, while others used them to produce opposing discourse.