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Profile: Gina Schouten (Illinois State University)
  1. Gina Schouten (2015). The Stereotype Threat Hypothesis: An Assessment From the Philosopher's Armchair, for the Philosopher's Classroom. Hypatia 30 (1):n/a-n/a.
    According to Stereotype Threat Hypothesis , fear of confirming gendered stereotypes causes women to experience anxiety in circumstances wherein their performance might potentially confirm those stereotypes, such as high-stakes testing scenarios in science, technology, engineering, and math courses. This anxiety causes women to underperform, which in turn causes them to withdraw from math-intensive disciplines. STH is thought by many to account for the underrepresentation of women in STEM fields, and a growing body of evidence substantiates this hypothesis. In considering the (...)
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  2. Gina Schouten & Brighouse (2014). Redistributing Education Among the Less Advantaged: A Problem for Principles of Justice? Social Philosophy and Policy 31 (1):109-134.
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  3. Gina Schouten (2013). Restricting Justice: Political Interventions in the Home and in the Market. Philosophy and Public Affairs 41 (4):357-388.
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  4. Gina Schouten (2012). Educational Justice: Closing Gaps or Paying Debts? Journal of Applied Philosophy 29 (3):231-242.
    The question of our educational obligations to disadvantaged students has typically been conceptualized using the language of achievement gaps: how and to what extent should we ameliorate gaps between students in terms of their attainment of certain valuable outcomes that are correlated with education? Recently, some have argued that the language of achievement gaps is misconceived and problematic, and that we should instead conceptualize our obligations to students as an education debt that is owed to certain disadvantaged students as descendants (...)
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  5. Gina Schouten (2012). Fair Educational Opportunity and the Distribution of Natural Ability: Toward a Prioritarian Principle of Educational Justice. Journal of Philosophy of Education 46 (3):472-491.
    In this article, I develop and defend a prioritarian principle of justice for the distribution of educational resources. I argue that this principle should be conceptualized as directing educators to confer a general benefit, where that benefit need not be mediated by improved academic outcomes. I go on to argue that it should employ a metric of all-things-considered flourishing over the course of the student's lifetime. Finally, I discuss the relationship between my proposed prioritarian principle and the meritocratic principle that (...)
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  6. Harry Brighouse & Gina Schouten (2011). Understanding the Context for Existing Research and Reform Proposals. In Greg J. Duncan & Richard J. Murnane (eds.), Whither Opportunity. Russell Sage. 507--522.