Gender in Education
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Gender in Education

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Gender in Education Gender in Education Presentation Transcript

  • Gender inEducation in Social Gender Communication Institutions Project CMS 498 By: Krista Jamison
  • Education has an extended influence on individual’s identity construction Education is a major part of our world, right from the start. We are in school by age 5 for 6 hours a day 5 straight days a week. (For most that continues for at least 12 straight years, and for a lot of people it continues to goes on and on). Education has a major influence on us ashuman beings during own most formative psychological, physical, moral, and intellectual development http://www.guardian.co.uk/higher-education-network/blog/2011/dec/13/purpose-of-university
  • Education as a Gendered Institution Gender identity is taught in educational institutions. Only white woman from wealthy families could obtain higher education before the 1900’s The idea of education for the all was not considered normal until the mid 1900’s.
  • Subjects/Majors Throughout the chapter, school subjects play a big role in categorizing gender identity. Still today, majors tend to be dominated by one sex. Women: education,Men: sciences, language arts, foreignmath, languages, literature,engineering, courses focused onbusiness domestic skills
  • Today, women now account for more than 50% of college students nationwide
  • Education institutions have a huge impact on the world, including work, government, family and media and education is influenced by these as well. Learning and teaching isinfluenced by the predominant values set out by larger society. It is culture that influences the way knowledge is constructed Hegemonic power is present in the construction of knowledge, truth and reality
  • Looking at gender communication in education ismore about exploring the way society formulatesand pursues knowledge Knowledge is perceptual. It is important to look at information through a critical eye and the receiver should become award of the sources that they are gaining there knowledge through and how it is
  • No other social institution promotes thenotion that girls and boys are different as constantly as education. (DeFrancisco, p.181) From a young age we are being put in these twodifferent categories, including what lines were are asked to stand in, bathrooms to go to, what sports teams to play on, our textbooks and content, our administrators and teachers, the curriculum .
  • Barbie marketed a doll in 1992 that would say “Math is hard!” 800 million consumers objected and the comment was no longer said by Barbie. But it shows how largecompanies are trying to keep gender roles in place in society. The message was the common belief that women could not do math, and boys can.
  • Our childhood textbooks are full of pictures of distinguishing gender roles; woman doing household chores and caring for the young while men are in business suits andexemplifying many different careers
  • Epistemology: the investigation of what distinguishes justified belief from opinion.Do humans really know what they claim they know? There is more then just one way of knowing
  • Gender Wars inEducation Different time periods seemed to focus on different sexes The 60s and 70’s focused on boys while the 80’s and 90’s focused on girls, creating a war or a gender gap in education. But ultimately, current research shows us that regardless of a child’s sex, the more impoverished the school, the less likely the child is to receive a quality education.
  • Single Sex Schools This seemed like a conclusion to the boys and girls being left behind academically problem. It was hoping to counter the problems, like teen pregnancy, drug use, low self-esteem, underachievement, and violence.But the idea, to me mostly, just seems unfair, and not really efficient for building communication relationships. If the goal is to improve gender relations, students need opportunities to build communication skills, trust, and respect by working together. (p188)
  • “I don’t think that a boy or a girl is going to achieve more because they are studying with someone of the opposite gender who is smarter than them. I don’t believe one supports the other,” (Patterson, 2012)The separation tactic almost seems to do the opposite of what it is trying to do. It’s doesn’t help them build relationships with the each other.
  • Peer Pressure Kids tend to shift towards same sexgroups at a young age. Peer pressure is usually applied to those who do not conform to their gender role. Not conforming to societies general norms can allow an individual to not feel apart of a group and feel peer pressured and bullied.
  • Masculinity has traditionally been definedas brawn, not brain, and education is seenas a passive, feminine activity (Connell, 2000; Francis & Skelton, 2005).
  • BullyingBullying is “physical, psychological, and/or verbalintimidation or attack that is meant to cause distressand/or harm to an intended victim”Also defined as: to use superior strength or influence tointimidate (someone), typically to force him or her to dowhat one wantsBullying is a gateway for sexualharassment (unwanted and unwelcome sexual behaviorwhich interferes with your life)
  • Having a girlfriend or boyfriend of the opposite sex in middle and highschool is a means to gain status. It’s about pronouncing and declaring heterosexuality to conform. QuickTime™ and a decompressor are needed to see this picture.
  • HarassmentStudents would say that harassment is simply part of the school culture. It just makes sense. Most kids acknowledge it but never bring it to attention to report it, either because it seems normal or they are to afraid.Harassment is not just boys. Girls participatingin bullying, mostly in verbal abuse rather then physical, using mean spirited words and often excluded other girls
  • 62% of all college students report being harassed in some way Sexual harassment goes both ways, both men and women areequally harassed on campuses, females tended to be targets (sexual jokes and gestures) while men were called gay or fags more commonly. Sexual Violence on Campus women experienced 2.8% of attempted or completed rape during a period of almost 7 months Verbal abuse was very common 3.1% were stalked during a year’s time, with each incident lasting an average of 60 days.
  • Emancipate Education!It’s time to ask questions about the assumptions in the education. BE CRITICAL Look at the hegemonic relations of formal education We are in a time where we need to find new, different, and exciting ways to learn, more availability, inclusiveness and support for everyone.
  • CONCLUSIONIn schools today, we need to be gender relevant not gender specific. We should get go beyond single-sex education, and focus on a more wholesome way of learning, teaching, and discovering true interactions. We need to find ways to addressthe entire learning environment We need to be more critical and creative with the way we teach and the way we learn.
  • SourcesDeFrancisco, Victoria L., and Catherine Helen. Palczewski.Communicating Gender Diversity: A Critical Approach. LosAngeles: Sage Publications, 2007.Patterson, Gregory A. "Separating The Boys From The Girls."Phi Delta Kappan 93.5 (2012): 37-41. Academic SearchComplete. Web. 24 July 2012.