1) The document discusses the history of gendered education in America from finishing schools in the 1700s to modern debates around single-sex classrooms. It traces key milestones like the passing of Title IX in 1972 and amendments allowing single-sex classrooms in 2006.
2) While research has found benefits to single-sex environments like increased test scores and confidence for girls, the document argues future efforts must recognize individual needs for both girls and boys rather than a "lowest common denominator."
3) Effectively educating all students requires addressing both challenges like lack of encouragement for girls and role models for boys without fathers, through tailored instruction, validation of effort, and strong community culture in schools.
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Educational Inequality and Social ClassJosh Harsant
A Sociology-based presentation, created by Josh Harsant, exploring some of the key arguments around educational inequality and its relationship to social class.
Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
For AQA GCE Sociology Unit 2 Class differences in achievement (1)Haleema Begum
For AQA GCE Sociology Unit 2 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Educational Inequality and Social ClassJosh Harsant
A Sociology-based presentation, created by Josh Harsant, exploring some of the key arguments around educational inequality and its relationship to social class.
Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
For AQA GCE Sociology Unit 2 Class differences in achievement (1)Haleema Begum
For AQA GCE Sociology Unit 2 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
[4] Summary of Project IdeaSummarize your project idea in no mor.docxodiliagilby
[4] Summary of Project Idea
Summarize your project idea in no more than 250 words. Keep the project objective in mind (http://ist256.syr.edu/project/#project-objective) and focus on what you will do, not how you will do it. Remember to think BIG IDEA, and don’t worry about how you will program it at this point.
[5] Supporting Research
Provide a list of sources as evidence that you’ve adequately researched your project, ensuring it is novel / useful / innovative, meet the project objective and is feasible. This should be citations to sources found online or in the library. For the highest grade possible you should have at least 5 sources in MLA or APA citation format and provide a brief summary of each source.
Sex education polices are not always the same but are sometimes directed by ethnicity and race.As Rubin says that “The realm of sexuality also has its own internal policies, inequalities, and modes of oppression.” (Rubin, 1993,p100)In out daily lives, most of white youth receive enough sex education curricula. But for Latin girls, their culture and identities also influence their experience In learning about sex, love and romance. In the book “Respect Yourself, Protect Yourself” by Lorena Garcia, it shows that lightly more than half of the Latin girls learn very little about sex. What they receive is called abstinence-only education, which does not teach about contraception or abortion. No matter which kind of education of sex Latin girls receive, they are restricted for their engagement with sex education since they are too young to learn these under Latin society. Latin girls are sometimes offered with self contradictory lessons, which create uncertainty to students that how should they recognize those information about sex. For example, one girl called Ines said that “they tell you all about safe, but turn around and tell you, ‘ but you really don’t need to know this...’”(Garcia, 2012,p61) Colored teenagers are considered “as always ‘at risk’ and source of danger” since their lack of proper sex education by Garcia. (Garcia, 2012,p58) With such different acknolowdgement toward sex and love, gender and sexual inequalities are consequently created. Public school’s Teachers even consider sex education at the age of 16 as something unacceptable, students would only get even fewer proper information of sex and love. In the book “Arab American Femininities,” the author Nadin Nader wrote one example of a girl called Nicole. Throughout the whole conversation, Nicole places herself within “a series of binaries” that she was trapped by “Arabs” vs. “America.” (Nader,2006,108)Migrating to America, some of the Arab families want to perceive their old culture and some of them receive the openness of American’s attitude toward sex. If one embrace the American’s attitude of love and sex,which is unacceptable for traditional Arab family, she may be recognized as an “Americanized whore.” Thus, Arab girls are expected to obey their traditional norm ...
[4] Summary of Project IdeaSummarize your project idea in no mor.docxgerardkortney
[4] Summary of Project Idea
Summarize your project idea in no more than 250 words. Keep the project objective in mind (http://ist256.syr.edu/project/#project-objective) and focus on what you will do, not how you will do it. Remember to think BIG IDEA, and don’t worry about how you will program it at this point.
[5] Supporting Research
Provide a list of sources as evidence that you’ve adequately researched your project, ensuring it is novel / useful / innovative, meet the project objective and is feasible. This should be citations to sources found online or in the library. For the highest grade possible you should have at least 5 sources in MLA or APA citation format and provide a brief summary of each source.
Sex education polices are not always the same but are sometimes directed by ethnicity and race.As Rubin says that “The realm of sexuality also has its own internal policies, inequalities, and modes of oppression.” (Rubin, 1993,p100)In out daily lives, most of white youth receive enough sex education curricula. But for Latin girls, their culture and identities also influence their experience In learning about sex, love and romance. In the book “Respect Yourself, Protect Yourself” by Lorena Garcia, it shows that lightly more than half of the Latin girls learn very little about sex. What they receive is called abstinence-only education, which does not teach about contraception or abortion. No matter which kind of education of sex Latin girls receive, they are restricted for their engagement with sex education since they are too young to learn these under Latin society. Latin girls are sometimes offered with self contradictory lessons, which create uncertainty to students that how should they recognize those information about sex. For example, one girl called Ines said that “they tell you all about safe, but turn around and tell you, ‘ but you really don’t need to know this...’”(Garcia, 2012,p61) Colored teenagers are considered “as always ‘at risk’ and source of danger” since their lack of proper sex education by Garcia. (Garcia, 2012,p58) With such different acknolowdgement toward sex and love, gender and sexual inequalities are consequently created. Public school’s Teachers even consider sex education at the age of 16 as something unacceptable, students would only get even fewer proper information of sex and love. In the book “Arab American Femininities,” the author Nadin Nader wrote one example of a girl called Nicole. Throughout the whole conversation, Nicole places herself within “a series of binaries” that she was trapped by “Arabs” vs. “America.” (Nader,2006,108)Migrating to America, some of the Arab families want to perceive their old culture and some of them receive the openness of American’s attitude toward sex. If one embrace the American’s attitude of love and sex,which is unacceptable for traditional Arab family, she may be recognized as an “Americanized whore.” Thus, Arab girls are expected to obey their traditional norm.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. “And since the Americans have bravely
established their liberties, (not withstanding the vain
efforts of tyranny) we hope that their modesty will
keep them from exercising that despotism over
us, which they so openly despised in their master. . . .
and now, may they wish to see the fair sex on an
equal footing with themselves, enjoying all the
blessings of freedom.”
- New York female academy student, 1794
4. History
1700s – Finishing Schools
1800s – Girls‟ Schools, Young Women‟s
academies, and Coeducation
1972 – Title IX
1974 – Women‟s Educational Equality Act
1991 – How Schools Shortchange Girls
2006 – Title IX amended
5. From the 1700s
Finishing Schools
Arts, such as
music, embroidery, drawing, and painting
furniture
Refinement and social graces
Dancing
Hosting a ball
Etiquette and manners
How to be a wife: cook, clean, and keep a
household
6. 1700-1800s
Dame Schools
Instruction for a small group of children led
by a woman in her home (in place of parents
educating their own children)
Equivalent to an elementary level education
Begun in colonial times based on English
methods
Prepared boys for town schools or
academies
Girls might be allowed to attend town
schools during summers or holidays
7. 1800s
Women‟s Seminaries and Academies
Colonial women were involved in family
businesses and commerce
Literacy was needed for all
Movement for single-gender seminary or
academy modeled after English finishing
schools, to provide a “moral, literary, and
domestic education”
Prepared female teachers for Catholic girls‟
schools
Women were the foundation of „good
manners‟ and a positive influence on men
8. 1800s
Coeducation
Taught boys and girls in the same schools
Included secondary schools
Common in the west due to small classes
Tracked programs:
College preparatory (boys)
Vocational (girls, minorities)
For girls through the 1960s:
Nursing
Secretarial
Teaching
Motherhood
10. 1972
Title IX
Mink Equal Opportunity in Education
Act, Congresswoman Patsy Mink
“No person in the United States shall, on the
basis of sex, be excluded from participation
in, be denied the benefits of, or be subjected
to discrimination under any education
program or activity receiving Federal
financial assistance…”
BIG changes to school athletics
Several states passed laws to include
schools not receiving Federal funding
11. 1974
Women‟s Educational Equality Act
“promotes education equity for women and
girls through competitive grants.”
Training for teachers to encourage gender-
equity in classrooms
Guidance and counseling to increase
opportunities for women in technologically
demanding workplaces
Evaluating and replicating exemplary gender
equity programs
From $6 million in 1976 to just under $2
million in 2009
12. 1991
How Schools Shortchange
Girls, American Association of University
Women
Classrooms have progressed in terms of
gender equity
Girls‟ academic performance has increased
Girls continue to face unique challenges
Compared to male peers, girls have less
self-confidence and lower self-esteem
General inequity in society continues to
impact education
13. 2006: But, girls ARE different
Amendments to Title IX: separate gender
education
provide school districts with flexibility in the
implementation of single-sex programs
Coeducational facilities reinforce gender
stereotypes through “gender intensification”
– „poetry is for girls,‟ „computer science is for
boys‟
Gender separate format can boost grades
and test scores
Teacher training is KEY in separate gender
instruction
14. “We can conclude from the research that there are
significant differences in how boys and girls learn. The
cognitive differences are brain based; behavioral differences
can be brain based or a result of responses from brain-
based differences. The very architecture of the brain and the
resultant differences in sensory perception and physical
skills differ markedly between the sexes in the classroom
and in society.”
-Virginia Bonomo, 2010
15. Sensory Differences
Girls
Boys Retain
have 35% Sensory
less Memory
hearing Details
Well
Boys use
Targets
And
Spatial
Memory
16. HOWEVER!
When developing computer
software, educational tools, or
curriculum, there is no lowest common
denominator:
Girls AND Boys
Research BOTH genders and adjust the
material to perform well with both
Assessing these materials requires unbiased
methods (no interviews)
17. “It is understandable why, when the statistics
emerged showing boys‟ underachievement, it was
concluded that schools had gone “too far” in redressing
girls‟ inequalities. It is also understandable why these same
measures were adopted to tackle the problems boys were
experiencing with school. However, this meant that the
construction of traditional gendered subjectivities of boys
and girls were left unchallenged and, hence, the ongoing
production of lower levels of self-confidence amongst girls.”
-Christine Skelton, 2010
18. Implications
Photo Credit National Geographic, copyright Joshua Kast
19. What Girls Want
“When you compete with girls, you
compete on skills.” -„Debbie,‟ 2008
Throughout the research, girls have wanted:
Opportunities
Respect
Challenges
Community
Recognition
Socially, girls now have the ability
and, increasingly, the economic motivations to
pursue higher education
20. Identity Economics
Standard Economic Theories +
Individuals‟ Identities
„Insiders‟ versus „Outsiders‟
In work: nurses and male nurses
In school: jocks and drop-outs
Identity utility: gaining or losing face through
actions that agree with or disagree with
identity
Schools AND Companies must promote
„insider‟ identity that is attainable regardless
of gender, ethnicity, or socioeconomic status
21. In Coeducational Schools
“Boys will be boys, right? If I lagged
behind, people would think I‟m not okay. It‟s
the same with boys and teachers. Teachers
seem willing to push the boys more than
they push the girls. Girls are just expected
to be good.”
Gender equity means adjusting instruction
for Each Student, regardless of gender
There‟s no such thing as, or need
for, „gender-blind‟
Boys need more Motivation, Activity, Efficacy
Girls need more
Support, Recognition, Community
22. What About All-Girl Schools?
Research indicates positive outcomes:
Self-confidence
Encouragement
Leadership
Community
Opportunities for public-
speaking, technology, science, math, and
writing
Less disruption/distraction
Ability to experiment with multiple roles
(class clown, bully, sports champ)
Skills transfer to coed high schools
What about all-girl classes?
• Research suggests school climate has a
big impact despite individual class makeup
23. What About the Boys?
Improvements for girls are always good
for boys: their sisters, mothers, wives, and
daughters benefit, and:
Valuing girls and traditionally „female‟ studies
such as art and music provides boys greater
access to some of life‟s finest things
Improving teacher awareness of individual
needs ultimately impacts every
student, providing tailored instruction
Feedback that validates students‟ efforts
over abilities increases motivation
Challenging students increases motivation
24. What About the Boys?
Our biggest stumbling blocks:
Research suggests that girls‟ educational
attainment is strongly influenced by their
mothers; boys, by their fathers. Boys who
have no fathers need strong male role
models and mentors.
In peer groups, boys may be less likely to
find encouragement to pursue higher
education. Boys need „insider‟ identities.
Parents are less likely to ask sons about
school, and may have lower expectations for
sons‟ academic achievement. Parents need
to understand their impact.
25. Educating Girls
Educating Everyone
Younger and Warrington state that single-sex
classrooms experience success due to culture
– an environment of
collaboration, encouragement, and common
purpose and values.
Effective teachers view community as essential
to the inclusion and engagement of every
student.
Focusing on girls neglected social realities and
has gone as far as possible. Future efforts
need to acknowledge, and honor, individuals of
both genders.
Editor's Notes
To understand the role that gender plays in education today, it is necessary to examine gender throughout the history of education. It is useful to focus on America’s educational journey, because it has enjoyed a relatively short and fruitful series of changes in terms of awareness and policy.
Girls look different, sound different, act different, and provide a different set of skills and abilities to partnerships. As early man discovered, specialization, some as hunters, some as gatherers, was efficient.
America has consciously included girls in education throughout our history.
Finishing Schools were primarily used by the well-to-do and continued to be the education of choice for some families after other options became available. The Free Online Dictionary defines ‘finishing school’ as “a private school for girls that prepares them for society by teaching social graces and accomplishments.” They are also called charm schools. Historically, this education was very appropriate for young women, preparing them for their future as wives.
Dame schools generally taught reading, writing, English, French, arithmetic, music, and dancing. Girls might also learn sewing, embroidery, and the like.
Although it must be acknowledged that women have had to push for greater educational opportunities, economic forces have proven to be powerful factors in social change.
Here again, we see education provided for girls alongside boys due to economic constraints. The difference in end result was in large part affected by greater social needs: women were valuable in the home.
Controversy surrounding Title IX seems primarily associated with athletics. Some schools blame the law for eliminating sports that girls were not interested in participating in, while others point out that women are increasingly involved in athletics and show an interest in areas that traditionally were ‘off-limits’ to them.
Government funding demonstrates a desire for equal education – the dramatic reduction in funding over time, however, tells another story. Challenges in the career field continue to limit women’s participation in these areas, suggesting gender equity is a larger social issue.
The initial push to combine schooling for boys and girls seems to echo the civil rights assertion that separate cannot be equal. For girls to receive a comparable education, they had to receive it alongside the boys. However, gender differences and stereotypes are so strongly ingrained in our culture that perhaps only by separating the sexes do we adequately set aside our preconceptions and teach the individuals.
It should be surprising that boys did so well before gender awareness was raised, given the brain-based research indicating that much of how public schools teach is structured best for girls. Brain-based research tells us that many stereotypes can be traced to actual brain structures and characteristics. Girls have strong language centers, while boys have a greater mind/body connection.
Although girls wanted bigger, prettier graphics in their computer software, their achievement was actually impaired by these changes.
Historically, families needed to prepare daughters for marriage. However, marriage has lost stability over time, so preparing a daughter for a stable future has shifted to include an adequate education. Perhaps in part because girls’ achievements may be undervalued, parents may push for more education for girls than for boys.
Given that economics has been more successful than funding, awareness, andtraining at reshaping education for boys and girls, it might be helpful to consider the economics of gender.
What girls typically express about their education is the impact of relationships they have with each other, with their teachers, and with the material. The good news is that relatively few changes in interactions and lesson activities will greatly improve education for boys and girls.
It is important to note that much has been made of boys’ falling test scores and college enrollments. Some would say that this is once again putting the boys ‘ahead.’ I think it is important to realize that no boy is 100% ‘boy,’ just as no girl is 100% ‘girl.’ Any changes we can make to improve education for one student will roll over to every student.
As teachers, there may be little we can do to change the home life of our students. These facts, then, are important to keep in mind for when the media comes shouting that boys are underserved in our schools. The hard truth is that our patriarchal society exacts a cost from both genders, and school can only influence society by bits and pieces.