Teaching Strategies for a Gender Equitable Classroom. Return to index. Deanna Sellnow. Volume 6, 1. 99. 3. Royal Rumble 1988 was the first annual Royal Rumble professional wrestling event produced by the World Wrestling Federation (WWF). It took place on January 24, 1988. I can't thank you all enough for watching, liking and commenting on Super Golden Friends. It looks like all the attention has paid off. And so began my stewardship.” Edith Bolling Wilson, First Lady to President Woodrow Wilson. These words were written by Edith Bolling Wilson in her autobiography.Introduction. One of the most prominent . One component of teaching for. North Dakota educators may or may not teach in. The question this paper explores is: How might teachers. To answer. this question, I begin by identifying several prominent gender. Centerfold Celebrities 1 (1982) Foxy Boxing (1982) Up 'n Coming (1982) All American Girls 2: In Heat (1983) Black Lust (1983) Caught from Behind 2 (1983). Since the Norway Chess event won by Carlsen failed to make the May 2016 ratings list, the tale of the list was unquestionably Fabiano Caruana's epic victory at the US. Hip-hop's Golden Age marks what many believe to be the genre's zenith, when crackling funk, jazz, and soul samples mixed with banging boom-bap drums. Thus, it. is my hope that readers will use this paper as an instructional. The Stereotypes. Although we might like to believe that gender stereotypes no. Borisoff and Merrill,1. Specifically, we might. However, Sadker, Sadker, and Klein (1. Gender stereotypes hurt young women by gradually destroying. In a 1. 99. 0 nationwide poll conducted. American Association of University Women (AAUW), for example. When elementary- school children were presented with the. But by the time the children reached middle. By high school, only 2. Studies also indicate that these young women are more likely to. Kopecky,1. 99. 2,p. Levine and. Havighurst, 1. Pearson, Tumerand and Todd- Mancillas, 1. Jane Quinn, Project Director for the Carnegie Council on. Adolescent Development, claims, . And. not necessarily a pleasant one. Girls this age are becoming much more. Gender. stereotypes hurt young men by persuading them that it is not . Rice (1. 98. 7). writes that, especially during the adolescent years, boys strive to. As a consequence of. Further, because they have been. These boys, then, may grow into unfeeling, uncaring. Interestingly, each of the stereotypical feminine traits being. Since these. correlating stereotypes tend to perpetuate each other, teaching. For purposes of clarity, then, these. Obviously, these stereotypical characteristics are not born in the. Rather, they are deeply embedded in our historical roots. Moreover, education is not to. In fact, educators are very often unaware of how their. Sadker and Sadker. However, educators can employ teaching strategies which. First, in terms of the stereotypical characteristics that she is. Tannen (1. 99. 0) writes: Women are believed to talk too much. Yet study after. study funds that it is men who talk more- -at meetings, in mixed. The men's turns ranged from. In other words, the women's longest turns were still. Why do men dominate discussions? Spender (1. 98. 0) claims that most. Some of the terms our society. Conversing may be. Duberman (1. 97. 5) explains that young women. The stereotypical traits that she is self- effacing and he is an. American culture. Women. who choose not to use these disclaimers are often considered. The paradox, of course, is that using them is. Moreover, young women in the. Girls and women feel it is crucial that they be liked by. Boys and men feel it is crucial that they be. Further, Goodwin (1. In contrast, Goodwin did. Young boys are also socialized to be ineffective listeners due, in. Tannen. (1. 99. 0) describes a situation where a young boy shares his experience. When his sister attempts. Tannen explains what this teaches to children of both. The net effect is that the boys in the family are. The act of giving information by. Children instinctively sense. The combination of these stereotypical traits played out in the. This classroom scene is also one where boys. Young women who do. During a period in life where. For girls who have already decided they. These young women. While these young women are being taught to show respect, foster. Kopecky (1. 99. 2) clarifies the paradox this fosters in the. At the same time girls are told that pleasing other. They begin to see that the real rewards in. They see that the most successful. It is easy to see how these mixed messages can hurt a young. Studies have also been. Greene, 1. 98. 8; Highwater. Pearson, Turner, and Todd- Mancillas,1. Boys suffer from. For these young boys, the concept of hearing and valuing. Finally, the stereotypical characteristics that she is emotional. What, then, can teachers do to. What can teachers do to. And, what can. teachers do to foster empathy and listening skills in young men so. In short, teachers must. Teachers. can begin to do so by including all students, promoting respect. The most important thing teachers can do to foster gender equity. While this concept might sound like. Sadker and Sadker (1. Further, teachers are usually unaware of. When we showed teachers and administrators a film of a. But in reality, the boys in. As one teacher, also an active member of the National Organization. Women (NOW), discovered, even in her classroom discussions. College professors who had received awards for. To effectively include all students, teachers must put. In order to include all students, teachers need to know their. This means learning names, backgrounds, and goals. One. method for doing so is by using an information sheet on the first day. Students can complete such a questionnaire in less than ten. Teachers can use it to learn more about each student. While it is important that teachers know their students, it is. Implement. activities where students get to know each other. Icebreakers work. Finally, set a precedent by. Then, require. students to also address each other by name during class. Including everyone also means . Too often, a handful of students seem to dominate class. Most teachers would like to hear from all students. However, it is often easier and somewhat. Since many young women may be operating under. When one person or a group of persons begins to dominate. Teachers can try to incorporate one- minute. Finally, distributing . First, teachers must adhere to this rule. Subsequently, it. Masculine pronouns a not. Rather, they help make women feel invisible. Pearson, Turner, and Todd- Mancillas, 1. Offensive. comments made by members of either sex toward members of either sex. To ignore them is to ignore their existence as. Further, to promote respect for all. To foster gender equity, teachers. Even. precise criticism sends a message of . Reading a chapter, hearing a lecture, and taking a. Further, this. method promotes individualism and autonomy at the expense of. Greene, 1. 98. 8). To refute this stereotype, teachers might. By working. in small groups (two to five students each) to achieve goals. Teachers can also present. In doing so, self- effacing and soft- spoken students. Teachers also need to value the . By. connecting curriculum content to the real life experiences of the. Moreover, they may begin to realize that teachers value. By valuing students who. Lightfoot (1. 98. For many students, high school stands uncomfortably. One requires. tenacity and responsibility; the other invites imagination. Both reward different aspects of their. Good high schools try to respond to the inevitable tensions. Connecting learning within the classroom to the world outside. And, at. the same time, it fosters respect for life experiences as a valuable. Further, just as students. For example. when students view the model of communication (i. Perhaps. however, they can draw a picture of a real life communication. Better yet, they. Or, perhaps, each group could role play a. In doing so, not only would abstract theory be connected to a. In terms of evaluation, testing is still the most accepted format. Thus, teachers are probably best. However. teachers can create questions which value different perspectives and. For example, students could be allowed to. Teachers may need to evaluate. If students. need to make comments in the margin as to how they interpreted the. Again, teachers need to read those comments and. Using. case study scenarios in multiple choice and short answer questions. Moreover, students. Regurgitating material is not learning. Applying concepts to real life examples promotes lifelong. Finally, teachers can expand the curriculum to include discussion. Teachers must take the time to. Perhaps teachers can even invite female guest speakers of. Perhaps teachers can create. Perhaps teachers can focus on the history. The curriculum opportunities are. It is up to educators to incorporate them into the existing. The strategies mentioned in these paragraphs are only a sample of. Other. strategies exist and more can and should be developed to help include. The important point is that teachers take the. Summary. While many individuals in our country have taken steps to reduce. I believe that, more often than. The goal of this article has been to. By. clarifying these concepts to educators, more attention can be. Classrooms teaching styles are not the cause of gender. This. article offers readers a first step, or another step, toward creating. References. Borisoff, D., and Merrill, L. The power to communicate. Gender differences as barriers. Prospect Heights, IL. Waveland Press. Connell, R. Stanford, CA: Stanford. University Press. Duberman, (1. 97. Gender and sex in society. New York. Praeger. Eble, C. Etiquette books as linguistic authority. In The. second LACUS forum 1. Peter A. Columbia, SC. Philips, Steel, and Tanz (eds.). Language, gender and sex in. Cambridge: Cambridge University Press. Greene, M. The dialectic of freedom. New York: Teachers. College Press. Kopecky, G. The age of self- doubt: Girls and. Language and women's place. New York: Harper. Row. Levine, D., and Havighurst, R. Society and education. New York: Basic. Books. Pearson, J., Turner, L., and Todd- Mancillas, W. Gender and. communication. Boston: Allyn and Bacon. Sadker, M. Sadker, D., and Klein, S. Abolishing. misconceptions about sex equity in education. Theory into Practice. Sadker, M. Sexism in the schoolroom. Sadker, M., and Sadker, D. Sexism in the classroom. From grade school to graduate school. London: Routledge and Kegan. Paul. Stone, J. Speaking up: A book for every. New York: Mc. Graw- Hill. Tannen, D. You just don't understand: Women and men in. New York: Ballantine Books. Weedon, C. Feminist practice and poststructuralist theory. Sex roles, interruptions, and. In Thorne and Henley (eds.). Language and. Sex: Differences and dominance. Rowley, MA: Newbury House.
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