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Author: Kate Venzon Publisher: ISBN: Category : Education, Elementary Languages : en Pages : 158
Book Description
Despite Title IX and other legislation aimed at equity in education, research shows that gender bias is still a major problem at all levels of schooling. As proponents of equity and democracy, the question of whether boys and girls are actually receiving an equal education looms as an important barometer of democratic practices. My paper will explore this issue and how schools can provide girls equitable educational opportunities. Research has uncovered many problems that need to be addressed and changed. The results of how girls are receiving an inferior education include classroom environment. teacher-student interactions and attention in the classroom, nontraditional and vocational career pursuits. and harassment Who, in general. becomes an empowered learner is dictated by subtle and complex gender biases which affect all aspects of classroom life for students. This includes who interacts most with the teacher; who dominates the classroom; and who generates more learning opportunities? I conducted my study at an elementary school in North San Diego County, which has a low socioeconomic, high minority student population. First I reviewed literature about gender equity in education and examined what has been found in this area of study. Then I researched suggestions for how to best meet the needs of both genders. Next, I conducted my research through observations of students and teachers at one school site in nine classrooms (grades 3-5). Without disclosing the topic of my research to anyone, I observed teacher-student interactions and examined classroom characteristics and environment When gender biases occurred in the classrooms, I recorded frequency counts on observation checklists. In the classrooms where I observed, boys were called on significantly more often than girls were. Furthermore, teachers gave boys far more attention, interactions, follow-up questions, verbal feedback, and class time than they did girls. Boys received more attention in quantity, and they received higher quality interactions. Girls and boys are not receiving an equitable education. Thus, in general, boys become the empowered learners, while girls are sent the message that teachers value boys' education more than that of girls. By not giving girls an equal voice, or making girls feel like their voice is unimportant, it directly affects their self-esteem and their ability to succeed in the classroom and beyond. My study promises to raise awareness, produce dialogue among educators, and facilitate change by offering readers suggestions on how to achieve gender equity in our classrooms. If we allow gender bias to continue to be an obstacle to equitable education, we are cheating half of the U.S. population. Given that this discrimination is not only unjust to girls and women, but to our society, by robbing the country of much of its talent, educators need to empower all students regardless of race, national origin, or gender.
Author: Kate Venzon Publisher: ISBN: Category : Education, Elementary Languages : en Pages : 158
Book Description
Despite Title IX and other legislation aimed at equity in education, research shows that gender bias is still a major problem at all levels of schooling. As proponents of equity and democracy, the question of whether boys and girls are actually receiving an equal education looms as an important barometer of democratic practices. My paper will explore this issue and how schools can provide girls equitable educational opportunities. Research has uncovered many problems that need to be addressed and changed. The results of how girls are receiving an inferior education include classroom environment. teacher-student interactions and attention in the classroom, nontraditional and vocational career pursuits. and harassment Who, in general. becomes an empowered learner is dictated by subtle and complex gender biases which affect all aspects of classroom life for students. This includes who interacts most with the teacher; who dominates the classroom; and who generates more learning opportunities? I conducted my study at an elementary school in North San Diego County, which has a low socioeconomic, high minority student population. First I reviewed literature about gender equity in education and examined what has been found in this area of study. Then I researched suggestions for how to best meet the needs of both genders. Next, I conducted my research through observations of students and teachers at one school site in nine classrooms (grades 3-5). Without disclosing the topic of my research to anyone, I observed teacher-student interactions and examined classroom characteristics and environment When gender biases occurred in the classrooms, I recorded frequency counts on observation checklists. In the classrooms where I observed, boys were called on significantly more often than girls were. Furthermore, teachers gave boys far more attention, interactions, follow-up questions, verbal feedback, and class time than they did girls. Boys received more attention in quantity, and they received higher quality interactions. Girls and boys are not receiving an equitable education. Thus, in general, boys become the empowered learners, while girls are sent the message that teachers value boys' education more than that of girls. By not giving girls an equal voice, or making girls feel like their voice is unimportant, it directly affects their self-esteem and their ability to succeed in the classroom and beyond. My study promises to raise awareness, produce dialogue among educators, and facilitate change by offering readers suggestions on how to achieve gender equity in our classrooms. If we allow gender bias to continue to be an obstacle to equitable education, we are cheating half of the U.S. population. Given that this discrimination is not only unjust to girls and women, but to our society, by robbing the country of much of its talent, educators need to empower all students regardless of race, national origin, or gender.
Author: Janice L. Streitmatter Publisher: State University of New York Press ISBN: 1438421486 Category : Education Languages : en Pages : 230
Book Description
Rather than simply examining gender differences in student performance, this book presents various aspects and considerations of gender equity in classroom teaching through conversations with and observations of eight teachers. It highlights the differences between teacher beliefs and practices, shows how educational institutions contribute to the formation or development of those beliefs and practices, and describes how individual teachers within those institutions can and do combat the inequities resulting from gender socialization.
Author: Dorothy Chiffriller Venditto Publisher: Rowman & Littlefield ISBN: 1475854870 Category : Education Languages : en Pages : 159
Book Description
Gender bias is well established in children by age 6, so creating environments where all children can learn without bias requires an understanding of the components of gender bias and the related challenges. This book supports educators by giving them the language to talk about gender equity, the tools to assess issues of inequity in their schools, and methods to create healthier and better-balanced school culture and curriculum. This book will help educators develop ways to identify implicit bias, address imbalances, and direct more positive and balanced messages for all students. The book provides very useful information on reflective practice, action plan development, and changing the visual culture of schools. It also includes practical and engaging ways to integrate gender equity lessons within content area classes and creating a school-wide initiative. The book shares positive work in the field of gender equity and serves as a guide for educators and school districts in advancing their goals. It explores what gender equity looks and sounds like in a school setting. It also includes professional development ideas for teaching staff as well as activities and common core lesson integration plans across elementary grades and content areas.
Author: David Sadker Publisher: Simon and Schuster ISBN: 1439159432 Category : Education Languages : en Pages : 769
Book Description
Despite decades of effort to create fair classrooms and schools, gender bias is alive and well, and in some ways growing. School practices continue to send boys and girls down different life paths, too often treating them not as different genders but as different species. Teachers and parents often miss the subtle signs of sexism in classrooms. Through firsthand observations and up-to-the-minute research, Still Failing at Fairness brings the gender issue into focus. The authors provide an in-depth account of how girls' and boys' educations are compromised from elementary school through college, and offer practical advice for teachers and parents who want to make a positive difference. The authors examine today's pressing issues -- the lack of enforcement for Title IX, the impact of the backlash against gender equity, the much-hyped "boys' crisis," hardwired brain differences, and the recent growth of singlesex public schools. This book documents how teaching, current testing practices, and subtle cultural attitudes continue to short-circuit both girls and boys of every race, social class, and ethnicity. Hard-hitting and remarkably informative, Still Failing at Fairness is "a fascinating look into America's classrooms" (National Association of School Psychologists).
Author: Jo Sanders Publisher: Routledge ISBN: 113545521X Category : Education Languages : en Pages : 156
Book Description
What makes girls avoid math, science, and technology in school? And what can teacher educators do to help new teachers keep this from happening so that all of our children's talents can find expression? These two volumes provide teaching materials and background information on gender equity for teacher educators in mathematics, science, and technology education and their students. A practical guide, Gender Equity Right from the Start is usable by professors of education for preservice teachers and by staff developers for in-service teachers. By adapting the material for other subjects, it can also be used by teacher educators in content areas other than math, science, and technology. It consists of two volumes: Instructional Activities for Teacher Educators in Mathematics, Science, and Technology contains some 200 teaching activities on the major issues in gender equity, emphasizing solutions and not just problems. Activities take place in out-of-class assignments and field experiences whenever possible to minimize demands on class time. Sources and Resources for Education Students in Mathematics, Science, and Technology contains student materials needed for the activities as well as extensive print, electronic, organizational, and other resources for further information.
Author: Julia Wrigley Publisher: Routledge ISBN: 1135427232 Category : Education Languages : en Pages : 278
Book Description
First Published in 1992. This book grew out of a special issue of the journal Sociology of Education. There is no simple relation between education and gender equality. As with social class relations, schools both reinforce subordination and create new possibilities for liberation, and these contradictions occur at every level and in every aspect of education. Schools are sites of pervasive gender socialization, but they offer girls a chance to use their brains and develop their skills. To explore education and gender is to examine the bridge between the public world of occupations and the private world of families. Schools link the families from which young children come and the sex- and race-segregated occupational worlds to which they are sent. Because schools link public and private worlds, help to form consciousness, and structure inequalities, there are many ways to look at gender and education. In this book, the chapters break into four major topic areas. The first section analyzes gender and education from a comparative and historical perspective, the second section on ‘Diversity, Social Control, and Resistance in Classrooms’, third section, on ‘Gender and Knowledge’ and the final section on ‘families and school’.
Author: Publisher: ISBN: Category : Educational equalization Languages : en Pages : 299
Book Description
Papers presented at AAUW pre-convention symposium--"... examining current research and programming that have proven successful in advancing the education of girls and women in K-12 and higher education."
Author: Kate Venzon
Author: Kate Venzon
Author: Janice L. Streitmatter
Author: Dorothy Chiffriller Venditto
Author: Stacy L. Gerken
Author: David Sadker
Author: Jo Sanders
Author: Julia Wrigley
Author: Margarita B. Barry
Author: Herbert Grossman
Author: