A Study On The Gender Experience Of Curriculum Fairness

In this study, we described and analyzed the experience of the high school female students indetail and depth from phenomena feminist view starting from the specific educational situationsand using qualitative research paradigm. The purpose is to establish the multiple text of the highschool girls’ educational experience and to reveal the significance of survival and growth fromdifferent aspects of the hidden curriculum to the girls, and on this basis the education curriculumfair reflection, the proposed curriculum fair education wit and teachers wisdom are given.In this study, the main research method is the focus group interviews and thematic analysis.Fifteen students participated in the focus group interviews. The purpose of the focus groupinterviews is to collect raw data of the education gender experience from high school girls. Themeanalysis followed by to analyze the text of high school girls’ gender experience, by means of thethemes we can understand, express and restore the significance of the concept or phenomenoninherent in the text of these gender experiences so as to establish a multiple text of high schoolgirls’ curriculum experience.The results of this study are as follows:Unfair gender of high school female students’ education experience, mainly in the course ofthe following four aspects: school space experience, knowledge of studying experience, thecultural experience and micro-system experience. School space to experience the concentratedexpression of the sports space and life (toilet) space experience, knowledge of studying experienceconcentrated expression of gender stereotypes affect teachers and students interact withprofessional experience, the cultural experience concentrated expression of the gender division oflabor and walls cultural campus to the feminization experience; the micro system experienceconcentrated expression of discipline for clothing and hairstyle.Education wit and teachers’ wisdom to promote courses gender can start from the followingfour aspects: a warm and caring orientation space (spatial form of gender-care), the implementationof the gender equality knowledge teachers as, construction of gender harmonious school cultureand build the discussing mechanism of the friendly system. The final writing is my reflection on the limitations of the study and future research directions.I hope that more investigators engage in the study of curriculum equity, and research in this areabecome rich and diverse.