Gender Inequity; Defining and Overcoming Obstacles.
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Gender Inequity; Defining and Overcoming Obstacles.






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Gender Inequity; Defining and Overcoming Obstacles. Gender Inequity; Defining and Overcoming Obstacles. Presentation Transcript

  • Abdelmjid Seghir ( 01/02/2013 MATE’s 33rd National Conference in Marrakech 28th to 31 January, 2013ABDELMJID SEGHIREFL TEACHER 0
  • Abdelmjid Seghir ( 01/02/2013PLAN: 1
  • Abdelmjid Seghir ( 01/02/2013Equity Vs. Equality The “Shoes Experiment” 2
  • Abdelmjid Seghir ( 01/02/2013 Equity Vs. Equality • All Learners, with no distinction, have access to the same resources. • Learners spend the same amount of time at school. • Teachers employ the same methods and approaches inSchool teaching male and female students. “A” • The number of girls equals the number of boys in all classes. • All students are treated the same way and are subject to the same rewards/punishments. 3
  • Abdelmjid Seghir ( 01/02/2013 • There is a special interest in Multiple Intelligences. • Subjects are taught in a variety of ways.School • Teachers vary their activities because boys and girls learn “B” differently. • Teachers use gender-neutral language. • Learning is personalized. 4
  • Abdelmjid Seghir ( 01/02/2013 5
  • Abdelmjid Seghir ( 01/02/2013Instances Of Gender Inequity In Education. Sexist language in the classroom. Teaching different sexes in the same way. More girls drop out of schools (Just because they’re girls). 6
  • Abdelmjid Seghir ( 01/02/2013Why Does Inequity Still Prevail? Boys and girls learn differently Socio- Teacher Inequity training economic factors Governmental policies: Infrastructures 7
  • Abdelmjid Seghir ( 01/02/2013Boys and Girls learn differently Girls tend to prefer cooperation instead of competition. They work with others and build on others ideas. Girls seems to value understanding over grades. Girls thrive in cooperative learning situations. Girls tend to wait longer before answering a question. They spend more time thinking about an answer and how they want to respond before raising their hand. 8
  • Abdelmjid Seghir ( 01/02/2013 Teachers are more likely to engage boys in conversation in the classroom. Teachers are more likely to ask boys higher level questions than girls. When disciplined, boys are treated more harshly than girls. Women typically aren’t encouraged by their families and the community. Stereotypes about girls and boys in schools are well known and believed by many. 9
  • Abdelmjid Seghir ( 01/02/2013Socio-economic factorsThe classroom is a mirror of society:Stereotypes and prejudices Girls are bad at math Men Can’t be nurses Girls WILL end up as housewives. “Papa lit le journal” and “ Maman prépare le Couscous” 10
  • Abdelmjid Seghir ( 01/02/2013Teacher Training Integrating Educational Equity courses in pre-service and in-service trainings. Conferencing on the issue. 11
  • Abdelmjid Seghir ( 01/02/2013REAL INEQUITY Our students DIE on their way to school. 12
  • Abdelmjid Seghir ( 01/02/2013Suggestions for Teachers: Allow wait time. Give encouragement. Monitor interruptions. Monitor student interactions. Pay attention to your students’ different needs , learning styles and Multiple Intelligences. Be creative Use gender-neutral language. Avoid stereotypes. 13
  • Abdelmjid Seghir ( 01/02/2013Thank you. Email: Twitter: AmSeghir Facebook: Abdelmjid Seghir 14
  • Abdelmjid Seghir ( 01/02/2013References Stefanelli, R. “Gender Equity : Is there Gender Equity in your classroom?” Henes, R. “Creating Gender Equity In Your Teaching.” (1994) Hill, J. “Equity Vs. Equality?” and-equality-in-education/ equity-and-educational-equality/ -between-equity-and-equality/ 15