Abstract
Drawing from sociological and economic analyses of gender and work, this column explores issues of occupational gender segregation, privilege, and devaluation. Comparisons are made with increased female achievement at all levels in postsecondary education. The questions are then raised: If cultural devaluation of women and activities remains persistent and widespread, what might be the implications for literacy researchers and literacy research organizations that are comprised mostly of women? How might such research be received and perceived by policymakers? The column concludes by advocating for increased attention to cultural beliefs in gender essentialism and the ramifications thereof to make meaningful contributions to literacy practice.
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