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Gender Education

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  • 1. ELEMENTS OF RESEARCH XEF 500 PROFESSOR: DR. O. DENIS EKWERIKE CHEYNEY UNIVERSITY DEPARTMENT OF EDUCATION & PROFESSIONAL SERVICES GRADUATE DIVISION of EDUCATIONAL ADMINISTRATION & FOUNDATIONS JO DAN FLOYD, MARCUS FULTON, TERESA HOPSON, ARTHUR JOHNSON, TIA LONG, ANTIONETTE POWELL   What Is the Impact of Gender-Based Education On Public School Achievement?
  • 2. Table of Contents Chapter I : Introduction Chapter II : Literature Review Chapter III : Methodology Chapter IV: Results Chapter V: Discussions  
  • 3. Introduction
  • 4. Methodogy
  • 5.
    • Type of Design: Comparison Study
    • Variables:
          • Independent: Gender
          • Dependent: Student Achievement
  • 6.
    • Population
    • Urban male and female students within the Philadelphia Region
      • Age 8-14
      • Attend Public School
      • Included 60 students: 25 boys, 35 girls
  • 7.
    • Instrumentation
    • 10-item survey, “Gender Preference Survey” using the Likert Scale
      • Questions included:
        • Gender preference
        • Participation
        • Competition
        • Achievement
        • Teacher Rapport
        • Over Educational Experience
        • Demographic Information: gender; grade level
  • 8. Reliability & Validity Validity : Evidence provided support for the relations to other variables of validity. Reliability : Questions were repeated to show consistency and stability of answers
  • 9.
    • Procedure
      • Individual in-person surveys
      • Lasting 20-25 minutes
      • Monitored by homeroom teacher
      • Teachers administered the surveys and returned within two days
      • Anonymity was ensured
  • 10.
    • Data Analysis
    • Organized into four categories
      • Girls
      • Boys
      • Combined
      • Overall rating
    • Reviewed and critiqued to identify commonalities
    • Based on the data
      • Inferred that girls do better than boys
  • 11. Literature Review
  • 12.
    • Inclusion Criteria:
      • Twenty-Year Period from 1988-2008
      • Research cited from public school data findings.
    Literature Review
  • 13.
    • Topics Covered:
    • Cognitive Ability: Genetic or Social Conditioning?
    • Coeducational Disparity
    • Disadvantages of Same-Sex Schooling
    • Benefits of Same-Sex Schooling
    • Summary
    •  
    Literature Review
  • 14.
    • Genetic or Social Conditioning?
    • Boys and girls are 'hard-wired' at birth (Kimura, 2004)
    • Social Conditioning (Elder & Paul, 2007; Tindall & Hamil, 2004)
    •  
    Literature Review
  • 15.
    • Coeducational Disparity
    • Girls get less attention (McCloskey, 1994)
    • Girls may get sexually-harassed (McCloskey, 1994)
    • Girls self-esteem wanes during adolescent years
    • (Brown- Nagin, 2000)
    • Girls better at language arts (Worrell, 2005; Kimura, 2002)
    • However, most students at the bottom of class are boys (Pollack, 1999)
    • More boys are held back, suspended, misdiagnosed
    • (Halpern, 2000; Weil, 2008)
    •  
    Literature Review
  • 16.
    • Disadvantages for Same-Sex Schooling
    • Students in same-sex environment may become homosexual (Salomone, 2003; Sather, 2007)
    • Gender stereotypes may be reinforced (Elder & Paul, 2007)
    • Civil rights violation (Strauss, 2006)
    Literature Review
  • 17.
    • Benefits of Same-Sex Schools
    • Students see same-sex teacher role models (Riordan, 2000)
    • Students feel less embarrassment, less peer pressure (Salomone, 2003)
    • Students (both genders)have higher career goals
    • (Riorda as cited in Brown-Nagin, 2000)
    • Girls can participate in male-dominated sports (Russell-Baca, 2007)
    • Boys can participate in arts or 'girly' classes (Russell-Baca, 2007)
    • Girls can participate in math or science (masculine) classes
    • (Lippa, 2002)
    • Classes of both genders have less discipline problems (Lippa, 2002)
    Literature Review
  • 18.
    • Summary
    • Gender-specific environments have a positive impact on academic achievement
    • (Barton & Cohen, 1994; Lippa, 2002; Salomone, 2003; Tindall & Hamil, 2004; Weil, 2008)
    • “ Girls and boys are similar and different....Differences are not deficiencies” (Halpern, 2000, p. 73)
    Literature Review
  • 19. Results
  • 20. Results Percentage of boys and girls who participated The information provided in this pie chart shows out of a total of 60 students 42 % were boys and 58% were girls. Figure 1-2 Grade of student participants Figure 1-1
  • 21. Overall level of Achievement due to preference There was a big difference in the preferences of the students in 3 rd grade compared to those in the 8 th grade. Overall the third grade students agreed that a gendered- based education would help them to improve academically. On the other hand the 8 th graders did not seem very interested in gendered-based education. The findings show that either way they feel that they would achievement at their individual potential. Results
  • 22. Interpretation of Research
  • 23. Interpretation of Research A. Benefits outweighs negatives 1. Academically beneficial 2. Less behavioral problems 3. Self-esteem improves
  • 24. B. As it relates to our surveys 1. Children want to be in mixed classes 2. Socialization is a big deal 3. Children not aware of their academic future at these ages Interpretation of Research
  • 25. C. Limitations 1. Not enough time 2. Not enough students D. Generalizability 1. Can be performed with any school, any grade Interpretation of Research
  • 26.
    • E. Recommendations
      • Consider Girls High, and Southwest Boys as agents of change
      • More research on topic
      • More surveys available on topic
    • F. Conclusion
    • 1. Try It, it may actually work!!
    Interpretation of Research