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dc.contributor.authorAttfield, Kate
dc.date.accessioned2020-10-02T08:57:17Z
dc.date.available2020-10-02T08:57:17Z
dc.date.issued2020-05-25
dc.identifier.citationAttfield, K. (2020) 'Triple X supergirls: Their special educational needs and social experience', International Journal of Educational Researchen_US
dc.identifier.urihttp://hdl.handle.net/10369/11159
dc.descriptionArticle published in International Journal of Educational Research on 25 May 2020, available at https://doi.org/10.1016/j.ijer.2020.101588en_US
dc.description.abstractInternationally, there appears to be a complete lack of research in education and special educational needs in relation to the Triple X syndrome. This original research is a case study in the form of twelve primary narrative interviews with parents of child daughters, in England, UK. Findings indicate common aspects of moderate special educational requirements, and the overwhelmingly constrained options available to families to obtain support for their daughters. Four predictors for parents of their daughters’ potential are discovering their daughter’s Triple X, a family’s ambition, their means to achieve it, and the extent of girls’ cognitive capacity; a systemic acknowledgement of family cultural capital may be more significant than a knowledge of genetic predisposition in securing these supergirls’ futures.en_US
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.relation.ispartofseriesInternational Journal of Educational Research;
dc.titleTriple X supergirls: their special educational needs and social experienceen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1016/j.ijer.2020.101588
dcterms.dateAccepted2020-05-07
rioxxterms.versionNAen_US
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden_US


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