Gender in Education
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Gender in Education

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Gender in Education Gender in Education Presentation Transcript

  • Gender in EducationGender Communication in Social Institutions Project CMS 498 By: Krista Jamison
  • Education has an extended influence on individual’s identity constructionEducation is a major part of our world, right from the start. We are in school by age 5 for 6 hours a day 5straight 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 majorinfluence on us as human beings during own most formative psychological, physical, moral, andintellectual 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. View slide
  • 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, languageMen: sciences, math, arts, foreign languages,engineering, business literature, courses focused on domestic skills View slide
  • 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 is influenced by the predominant values set out by larger society. It is culture that influences the way knowledge is constructedHegemonic power is present in the construction of knowledge, truth and reality
  • Looking at gender communication in education is more aboutexploring the way society formulates and 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 constructed.
  • No other social institution promotes the notionthat girls and boys are different as constantly as education. (DeFrancisco, p.181) From a young age we are being put in these two different categories, including what lines were are asked to stand in,bathrooms to go to, what sports teams to play on, our textbooksand 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 itshows how large companies 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 and exemplifying 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 in Education 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 PressureKids tend to shift towards same sex groups at a young age. Peer pressure is usually applied tothose who do not conform to their gender role.Not conforming to societies general norms canallow an individual to not feel apart of a group and feel peer pressured and bullied.
  • Masculinity has traditionally been defined as brawn,not brain, and education is seen as a passive, feminine activity (Connell, 2000; Francis & Skelton, 2005).
  • BullyingBullying is “physical, psychological, and/or verbal intimidation orattack that is meant to cause distress and/or harm to an intendedvictim”Also defined as: to use superior strength or influence to intimidate(someone), typically to force him or her to do what one wantsBullying is a gateway for sexual harassment(unwanted and unwelcome sexual behavior which interferes withyour life)
  • Having a girlfriend or boyfriend of the oppositesex in middle and high school is a means to gain status. It’s about pronouncing and declaring heterosexuality to conform.
  • Harassment Students 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 toreport it, either because it seems normal or they are to afraid. Harassment is not just boys. Girls participating in 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 waySexual harassment goes both ways, both men and women are equallyharassed on campuses, females tended to be targets (sexual jokes and gestures) while men were called gay or fags more commonly. Sexual Violence on Campus 2.8% of women experienced 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, andexciting ways to learn, more availability, inclusiveness and support for everyone.
  • CONCLUSIONIn schools today, we need to be gender relevant not genderspecific. We should get go beyond single-sex education, andfocus on a more wholesome way of learning, teaching, and discovering true interactions. We need to find ways to address the 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.