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Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
Holland c mrp powerpoint
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Holland c mrp powerpoint

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Hidden Curriclum of Gender Roles

Hidden Curriclum of Gender Roles

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  • Teacher responses to: “Do you find that the boys in your class like reading?”None of the teachers found that boys liked reading, and two teachers said that boys only liked reading particular male-oriented texts.
  • It seemed that the underlying assumption was that girls already liked to read, and thus needed less special teacher attention – they already like reading, and thus are more willing to try new texts.
  • Student Responses to “Which kind of book is more appealing to you?”
  • Presumably, girls already like reading, so teachers focus energy on the boys.
  • Typically, masculine males do not read. These texts only remind students that if they are to be “proper” males, they will be violent and independent. Reading = passive; passive = feminine.
  • Classroom Teachers should provide choices whenever possible so that students won’t feel as though they’re being “forced” to read a text. Teachers should try to discourage reading along gender boundaries – reading is a human activity, and it is essential to doing well in school. Teachers can help most by introducing and engaging students effectively – the text isn’t going to sell itself.
  • Transcript

    • 1. Recognizing the Hidden Curriculum of Gender RolesThe Relationship Between Reading and Gender <br />A Master’s Research Project by<br />Catherine HollandSt. Mary’s College of Maryland<br />
    • 2. Introduction<br />Schools: tools for socialization<br />Stated curriculum vs. “hidden curriculum” (Giroux, 1988)<br />Reinforcing traditional gender roles<br />
    • 3. The Problem<br />Researchers report gender inequalities<br />On standardized tests (Lietz, 2006; Marks, 2008)<br />Increasing over time (Klecker, 2006)<br />Influencing educational policies (Martino & Kehler 2007) <br />
    • 4. The Problem<br />Gender Similarities Hypothesis (Hyde, 2005)<br />Gender isn’t a predictor of causal thinking abilities (Berkant, 2009)<br />Gender isn’t related to preferred learning style (Younger & Warrington, 2005 as cited in Watson, Kehler, & Martino, 2010)<br />
    • 5. The Problem<br />Differences between genders are socially created, not biologically innate.<br />
    • 6. Research Questions<br />Do boys consider reading to be a gendered activity? Do girls?<br />Is it primarily teachers or their students who replicate and encourage these gender-specific behaviors and opinions?<br />
    • 7. Population<br />AP English Literature students; grade 12<br />English teachers<br />Public high school in Southern Maryland <br />
    • 8. Methods<br />Affective survey<br />Questionnaire<br />Open-ended question<br />Book descriptions<br />Student interviews<br />Teacher interviews<br />
    • 9. Findings<br />*p < .05<br />
    • 10. Findings<br />
    • 11. Findings<br />“Depends on the text. A lot of the stories that we’re doing are not geared toward young men…They’re definitely reluctant.”<br />“No. They’re a harder sell.”<br />“No.”<br />“Um, if it’s about things that they like<br />to read about. We did The Contender<br />and it was about boy-things, they don’t like to read about love stories. It has a little bit of boy violence or things that they could relate to.”<br />
    • 12. Findings<br />Teacher responses to: “Do you find that the girls in your class like reading?”<br />All four responded yes:<br />Compared to boys in the class<br />More obedient<br />
    • 13. Findings<br />“Not a particular genre, but I like really descriptive books. I’m trying to think of particular books…realistic that I could see happening somewhere to someone real.”<br />“Love stories.”<br />“Fiction novels in general. No specific genre.”<br />“Favorite genre – anything that twists reality. Anything that messes with your perception and then gives you a shock. Thriller is too broad. You could go with a thriller but that’s too broad.”<br />“Anything funny”<br />
    • 14. Implications<br />Teachers are noticing reluctant male readers<br />They are more resistant<br />Underlying assumption that males don’t like reading <br />Adjust text choice to appeal to males<br />Girls may not like the texts they read in class, but they are more willing to try new ones<br />
    • 15. Conclusions<br />Teachers choose “boy-friendly” texts, focus attention on males, but they still don’t like reading<br />These texts describe “masculine” males<br />Make males even more resistant to reading<br />Based on the interviews, students’ text preferences are idiosyncratic.<br />Yet students tend to choose texts with same-sex protagonists<br />
    • 16. Recommendations<br />Provide text choices whenever possible<br />Encourage students to cross gender-boundaries in reading; reading is a human activity<br />
    • 17. References<br />Berkant, H. G. (2009). An investigation of students' meaningful causal thinking abilities in terms of academic achievement, reading comprehension and gender. Educational Sciences:Theoryand Practice, 9(3), 1149-1165.<br />Giroux, H. A. (1988). Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Bergin & Garvey Paperback.<br />Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581-592.<br />Klecker, B. M. (2006). The gender gap in NAEP fourth-, eighth-, and twelfth-grade reading scores across years. Reading Improvement, 43(1), 50-56.<br />Lietz, P. (2006). Issues in the change in gender differences in reading achievement in crossnational research studies since 1992: a meta-analytic view. International Education Journal, 7(2), 127-149.<br />Marks, G. N. (2008). Accounting for the gender gaps in student performance in reading and mathematics: evidence from 31 countries. Oxford Review of Education, 34(1), 89-109.<br />Martino, W., & Kehler, M. (2007). Gender-based literacy reform: a question of challenging or recuperating gender binaries. Canadian Journal of Education, 30(2), 406-431.<br />Watson, A., Kehler, M., & Martino, W. (2010). The problem of boys' literacy underachievement: raising some questions. Journal of Adolescent & Adult Literacy, 53(5), 356-361.<br />
    • 18. Questions?<br />

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