Abstract
Through the use of feminist poststructural discourse analysis (Baxter 2003), the author examines the gendered discourses created and reified by a group of preservice secondary social studies teachers (n = 25). Because gender is socially constructed, it is important for future teachers to examine their own gendered identities in order for them to be able to see how they contribute to the greater society. Findings reveal discourses of ‘having it all', ‘being a superwoman', ‘female struggle', and ‘gender not playing a key role in culture’ being advanced by both male and female identified individuals. Intersections of race and social class with gender added to the complexity of the different discourses. Implications for teacher education are discussed.
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