The document discusses how education is a gendered institution that can both positively and negatively influence lives. It explores how teachers' and students' core beliefs and values shape the transmission and acquisition of knowledge. It also examines how public education has historically reinforced stereotypes through hidden curriculums and educational materials. While education also has the potential to challenge cultural stereotypes, the gendering of subjects, sports, and behaviors from a young age influences students' identities and opportunities.
SOC 463/663 (Social Psych of Education) - StratificationMelanie Tannenbaum
This document summarizes key concepts from a sociology class about stratification and social mobility in education. It discusses theories of stratification from Marx and Weber, status attainment models from Blau and Duncan, and the Wisconsin model from Sewell and Hauser. It also covers nature vs nurture debates on the role of genetics and environment in determining ability and intelligence. Overall, the document examines how education both replicates and potentially reduces existing social inequalities.
This document discusses a lecture on gender and sexuality. It defines sex as biological while gender is socially constructed. It discusses how masculinity and femininity are defined in society and the process of gender socialization where children learn behaviors deemed appropriate for their sex. It explores how schools reproduce gender inequalities through practices, procedures and discourses that position some students as "winners" and others as "losers". It also discusses bullying and how sexuality and gender are intertwined in schools.
The document discusses gender bias and social constructs of gender in education systems historically and today. It outlines how public education was originally intended for upper-class white males and excluded other groups. While bias is less overt now, stereotypes still influence curriculum, activities, and career guidance. Data shows gender gaps in college majors like STEM fields that have widened over time. The construction of gender identities is also explored in relation to teacher interactions, sports participation, educational materials, and peer pressure. Eliminating bias through gender-sensitive approaches and focusing on students' diverse interests and backgrounds could help achieve more emancipatory education.
This document provides an overview of a lecture on racial politics and cultural diversity. It begins with terminology related to concepts like othering, ethnocentrism, prejudice, stereotyping, and discrimination. It then distinguishes between race and ethnicity. A brief history of race in Australia is presented, touching on the legacy of racism through policies like the White Australia policy and treatment of Indigenous and immigrant groups. The lecture discusses racism and institutionalized racism, including through education systems. Critical race theory and the invisibility of white privilege are explained. The role of race and ethnicity in schools is explored, noting mixed educational outcomes associated with ethnicity. The lecture concludes by emphasizing the benefits of diversity.
This lecture discusses the historical and ongoing social injustices faced by Aboriginal students in Australia's education system. It outlines how schooling has been used as a tool of assimilation that denied Indigenous children their cultural identities and heritage. As a result, Aboriginal students experience health, social, and economic disadvantages linked to lower rates of education participation and achievement. The lecture argues that educators must address systemic racism in schools and incorporate Indigenous cultures and knowledges in order to improve outcomes for Aboriginal youth.
Allison & marielle group presentation learners and learning 2016sykeshea
The document summarizes readings and presentations from a "Learners & Learning" course. It discusses several required readings that examine issues relating to learners, including the use of neuroscience in education, biases in educational research, challenging heteronormativity in early childhood education, and constructivist pedagogy. It also summarizes Jane Addams' 1908 work on the difficulties faced by immigrant children in public schools and Bernadette Baker's 2002 work examining disability classification systems and their relationship to eugenics. Key topics covered include the impact of culture on learning, promoting equity in research and practice, developmentally appropriate practices, and historical treatment of immigrant and disabled students.
This document discusses teachers reflecting on their practice and using socially just pedagogies. It emphasizes reflecting on teaching identity and position of privilege to work for social change. Socially just pedagogies aim to bridge gaps for students and make the education system more equitable. The document provides examples of reflective practices, socially just pedagogies, and how theory can inform reflection to help address social inequalities students may face.
Dalia, bo & heather—gender & sexuality sykeshea
The document summarizes key aspects of four readings related to gender and sexuality education:
1) The first reading discusses developing anti-homophobia education through coming out stories, analyzing homophobic name-calling, and Pride Week activities. It also examines the limitations of "safe" and "positive" approaches.
2) The second analyzes literature at the intersections of heteronormativity and homonormativity in sex education. It discusses critical literacy and queer nationalism.
3) The third summarizes Judith Butler's theory that gender is performative rather than a fixed identity.
4) The fourth introduces questions about incorporating queer pedagogy more broadly in classrooms rather than just for LGBT
SOC 463/663 (Social Psych of Education) - StratificationMelanie Tannenbaum
This document summarizes key concepts from a sociology class about stratification and social mobility in education. It discusses theories of stratification from Marx and Weber, status attainment models from Blau and Duncan, and the Wisconsin model from Sewell and Hauser. It also covers nature vs nurture debates on the role of genetics and environment in determining ability and intelligence. Overall, the document examines how education both replicates and potentially reduces existing social inequalities.
This document discusses a lecture on gender and sexuality. It defines sex as biological while gender is socially constructed. It discusses how masculinity and femininity are defined in society and the process of gender socialization where children learn behaviors deemed appropriate for their sex. It explores how schools reproduce gender inequalities through practices, procedures and discourses that position some students as "winners" and others as "losers". It also discusses bullying and how sexuality and gender are intertwined in schools.
The document discusses gender bias and social constructs of gender in education systems historically and today. It outlines how public education was originally intended for upper-class white males and excluded other groups. While bias is less overt now, stereotypes still influence curriculum, activities, and career guidance. Data shows gender gaps in college majors like STEM fields that have widened over time. The construction of gender identities is also explored in relation to teacher interactions, sports participation, educational materials, and peer pressure. Eliminating bias through gender-sensitive approaches and focusing on students' diverse interests and backgrounds could help achieve more emancipatory education.
This document provides an overview of a lecture on racial politics and cultural diversity. It begins with terminology related to concepts like othering, ethnocentrism, prejudice, stereotyping, and discrimination. It then distinguishes between race and ethnicity. A brief history of race in Australia is presented, touching on the legacy of racism through policies like the White Australia policy and treatment of Indigenous and immigrant groups. The lecture discusses racism and institutionalized racism, including through education systems. Critical race theory and the invisibility of white privilege are explained. The role of race and ethnicity in schools is explored, noting mixed educational outcomes associated with ethnicity. The lecture concludes by emphasizing the benefits of diversity.
This lecture discusses the historical and ongoing social injustices faced by Aboriginal students in Australia's education system. It outlines how schooling has been used as a tool of assimilation that denied Indigenous children their cultural identities and heritage. As a result, Aboriginal students experience health, social, and economic disadvantages linked to lower rates of education participation and achievement. The lecture argues that educators must address systemic racism in schools and incorporate Indigenous cultures and knowledges in order to improve outcomes for Aboriginal youth.
Allison & marielle group presentation learners and learning 2016sykeshea
The document summarizes readings and presentations from a "Learners & Learning" course. It discusses several required readings that examine issues relating to learners, including the use of neuroscience in education, biases in educational research, challenging heteronormativity in early childhood education, and constructivist pedagogy. It also summarizes Jane Addams' 1908 work on the difficulties faced by immigrant children in public schools and Bernadette Baker's 2002 work examining disability classification systems and their relationship to eugenics. Key topics covered include the impact of culture on learning, promoting equity in research and practice, developmentally appropriate practices, and historical treatment of immigrant and disabled students.
This document discusses teachers reflecting on their practice and using socially just pedagogies. It emphasizes reflecting on teaching identity and position of privilege to work for social change. Socially just pedagogies aim to bridge gaps for students and make the education system more equitable. The document provides examples of reflective practices, socially just pedagogies, and how theory can inform reflection to help address social inequalities students may face.
Dalia, bo & heather—gender & sexuality sykeshea
The document summarizes key aspects of four readings related to gender and sexuality education:
1) The first reading discusses developing anti-homophobia education through coming out stories, analyzing homophobic name-calling, and Pride Week activities. It also examines the limitations of "safe" and "positive" approaches.
2) The second analyzes literature at the intersections of heteronormativity and homonormativity in sex education. It discusses critical literacy and queer nationalism.
3) The third summarizes Judith Butler's theory that gender is performative rather than a fixed identity.
4) The fourth introduces questions about incorporating queer pedagogy more broadly in classrooms rather than just for LGBT
Presentation multicultural and anti-racist curriculum - jill, corlynn, step...sykeshea
This document summarizes two readings on multicultural and anti-racist curriculum. The first reading discusses tensions between standards-based curriculum and multicultural curriculum. It presents perspectives from a teacher navigating these tensions. The second reading analyzes how Western knowledge is imposed through schooling, marginalizing indigenous knowledges. It advocates for anti-colonial and spiritually-based approaches to disrupt dominant narratives and empower minoritized students. The summary provides high-level insights and conclusions from both readings in under 3 sentences.
Guest Lecture, Introduction to Feminist PhilosophiesDaniel Zepp
Guest Lecture, November 18th, 2011, History of American Men and Survey of Men & Masculinities Research. Introduction to Feminist Philosophies (PL526), Taught by Dr. Marina McCoy, Boston College, Philosophy Department
Allison van hee neoliberalism presentationsykeshea
The document summarizes four articles about neoliberalism and its impact on education. It discusses how neoliberal reforms have led to standardized curriculums, funding cuts, and an increased focus on accountability and standardized testing. This encourages competition but may not motivate all students, especially males who face social pressures to portray masculinity conflicting with academic engagement. The articles also examine teacher experiences under accountability policies and how students privately perceive tensions between neoliberal and social justice values in education.
First Year Programming & An Introduction to Men & Masculinities Research, Aug...Daniel Zepp
First Year Programming & An Introduction to Men & Masculinities Research, August 19th, 2013. Boston College Peer Minister Training Presentation. Office of Campus Ministry & Office of Residential Life
The document provides annotations for 5 sources on the topic of educating girls.
[1] The first annotation summarizes a book that discusses how identities, including gender identities, shape economic and social outcomes. It notes that schools must promote belonging for all students.
[2] The second annotation summarizes an article that discusses perceived biological differences between boys and girls. It questions relying too heavily on stereotypes and recommends getting to know individual students.
[3] The third annotation analyzes interviews with girls in STEM programs that found girls felt they had to work harder than boys for the same achievements and feared abilities would be attributed to gender.
[4] The fourth annotation discusses research finding benefits of
Presentation multiculturalism & anti-racism - lubna, christy, janet, sa...sykeshea
The document discusses several perspectives on culturally responsive teaching and multicultural education. Gay (2013) and Asher (2007) emphasize the importance of helping teachers understand their own biases and privilege to effectively teach diverse students. Sleeter and McLaren (1995) argue that multicultural education must address issues of racism openly. Coloma (2009) examines how race influenced curriculum development for schools in the Philippines under U.S. rule, constructing Filipinos as inferior to justify control through an industrial curriculum. Together the articles stress the need for educators to critically reflect on issues of race, culture, gender and power dynamics in education.
1. Inequalities in education have historically manifested through class, gender, and ethnicity. Working classes, women, and ethnic minorities have faced exclusion, segregation, and lack of assimilation in school systems.
2. Cultural capital, or the correspondence between a student's family culture and school culture, plays a role in inequality, as do income differences which impact opportunity costs of education. However, determinism is avoided as some students from disadvantaged backgrounds succeed.
3. Teachers have different expectations of students based on social class that impact classroom experiences - working class students face more discipline while wealthy students are encouraged to think independently. Inequality is also present in tracking students into vocational or academic paths.
Positionality a scholarly reflection paperIrfan iftekhar
This document discusses positionality and intersectionality in teaching. It explains that a teacher's social attributes like race, gender, and religion affect how they are perceived by students and impact the classroom dynamics. A teacher's position is shaped by combinations of their various social identities. The document also discusses how students enter the classroom with their own biases based on teachers' perceived social identities. It emphasizes that to understand social position, all aspects of a person's identity must be considered simultaneously rather than separately. A teacher's power and influence in the classroom depends on social contexts and how their various attributes are perceived.
The document discusses gender biases in education. It notes that education historically reinforced gender norms and excluded many groups. While improvements have been made, biases still exist subtly through things like curriculum, textbooks, and hidden norms. Peer pressure and bullying around gender further impact students. However, awareness of these issues is growing and education is becoming more inclusive and equitable, though challenges remain.
The document discusses several theories around how teachers can negatively label and stereotype students from ethnic minority backgrounds. It explores how this labeling can lead to lower expectations, disproportionate discipline, and marginalization of these students. While labeling can negatively impact students' achievement and self-perception, some studies also found that some students are able to develop coping strategies to avoid these outcomes or reject the negative labels. The document also analyzes how the curriculum and certain policies can reflect or promote institutional racism in education.
Race racism and racists: An epistemological critiqueHamish Robertson
Racism is a belief system not based in scientific evidence. Race is a social construct with no biological basis, yet it persists due to beliefs that are reproduced through social and political systems. Racists believe in race regardless of evidence, inverting the causal relationship between racism and race. Academia contributes to perpetuating racist beliefs by producing knowledge framed as though race is real without sufficient critique. Dismantling racist discourse requires unpacking the language of race rather than reifying it through research.
This document discusses gender education globally and provides context on key related concepts. It begins by defining the differences between gender and sex, and then discusses what gender equality means for young men and women in poor communities worldwide. It explores the roles of gender stereotypes and similarities/differences between males and females. The document also examines conceptual frameworks for gender equality in education, contested perspectives, and how global goals are constructed. It provides examples of defining global equality agendas and relates this to initiatives like the Millennium Development Goals and Education for All. While acknowledging support for setting global targets, it also notes potential issues like imperialist legacies and pressures of neoliberal economic globalization.
Here are some suggestions for encouraging useful cross-race feedback:
- Establish clear norms and expectations around respectful feedback early on. Make it clear that the goal is constructive criticism, not personal attacks.
- Encourage feedback to focus on observable behaviors and ideas, not personal attributes. Stick to specific examples.
- Have students practice giving and receiving feedback in small, low-stakes exercises to build skills and comfort. Provide models of effective feedback.
- When possible, have feedback come from multiple sources rather than just one person to avoid appearing like a personal attack.
- Consider having students give anonymous feedback initially to reduce potential biases.
- Promote perspective-taking. Discuss how feedback may
Inequalities of women trahan & growe (focus) doneWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Harris, kevin smith, ann marie - identity and multiculturalism nfmij v14 n...William Kritsonis
Teaching undergraduate college students is a complex process. From the standpoint of identity development, undergrads are emerging from adolescence, but they are not quite adults yet. When teaching any undergraduate class, considering the identity development of students is relevant, since undergrads vary in their level of development – and usually differ from the developmental level of their professors. When teaching a multicultural class to undergraduates, though, identity development becomes an even more critical issue for the instructor to be aware of – particularly cultural identity development. In teaching an undergraduate multicultural class, we would take these things into account. We propose a framework and outline for planning an undergraduate multicultural course.
Keywords: multiculturalism; identity; teaching; multicultural class; undergraduate college students
SOC 463/663 (Social Psych of Education) - Grades & Cultural CapitalMelanie Tannenbaum
This document discusses how grades are influenced by factors beyond just academic performance, such as cultural capital and social background. It summarizes research showing that students from higher social classes and who possess more cultural capital tend to receive higher grades, even when accounting for test performance. While grades should ideally only reflect course mastery, research finds that social characteristics like gender, race, and class still influence grades after controlling for academic factors. The document raises questions about how to create a more fair and meritocratic grading system that is less impacted by biases or relative standards between schools.
This document discusses factors that influence gender differences in educational achievement and subject choices. It summarizes that gender roles are socially constructed from a young age through different activities encouraged for boys and girls. This early socialization can lead children to view certain subjects as masculine or feminine domains. Stereotypes associated with subjects, like seeing science and computing as masculine, influence subject preferences. Single-sex schools reduce these influences of gender stereotypes, allowing girls more freedom in subject choices. Overall, the document examines social and cultural factors beyond biology that shape differences in male and female educational experiences.
While inequality refers to differences between groups, inequity refers to unnecessary and avoidable differences that are unfair or unjust. Not all inequalities are unjust, but all inequities stem from unjust inequalities. Societal impacts of failing to remedy inequities and inequalities include feelings of helplessness, disenfranchisement, lack of concern for the disadvantaged, resentment towards systems, lack of global competitiveness, exploitation, and apathy. Litigation is in progress regarding state funding equity lawsuits.
فكرة الدخول إلى العمق .. ما هي؟
الدخول إلى العمق هو ببساطة: النمو في المسيح ، و النمو إلى المسيح
معوقات الدخول إلى العمق:-
1. الخطية: (إشعياء، أيوب، بطرس)
2. غياب يسوع: (ضجيج الموسيقى، احتفالات و اجتماعات ضخمة مع غياب مضمون الرسالة، غياب يسوع عن حياتنا اليومية)
3. معوقات داخل البيت: العلاقات الأسرية الحميمية، علاقات المصلحة و الشغل، الممتلكات ( العلاقات + الذات + الممتلكات)
The document contains information about college readiness and success rates in Central Texas. It shows that Central Texas exceeds the state rate for graduates receiving distinguished diplomas. The majority of Asian students earn distinguished diplomas, while about 1 in 4 Black students and 1 in 5 Hispanic students receive minimum diplomas. Graduates with distinguished diplomas are more likely to earn a college degree. There is a gap in college readiness for graduates of color. Only 1 in 4 freshmen graduate high school on-time and college and career ready. College enrollment rates after high school graduation vary by district and are correlated with the proportion of low-income students.
Presentation multicultural and anti-racist curriculum - jill, corlynn, step...sykeshea
This document summarizes two readings on multicultural and anti-racist curriculum. The first reading discusses tensions between standards-based curriculum and multicultural curriculum. It presents perspectives from a teacher navigating these tensions. The second reading analyzes how Western knowledge is imposed through schooling, marginalizing indigenous knowledges. It advocates for anti-colonial and spiritually-based approaches to disrupt dominant narratives and empower minoritized students. The summary provides high-level insights and conclusions from both readings in under 3 sentences.
Guest Lecture, Introduction to Feminist PhilosophiesDaniel Zepp
Guest Lecture, November 18th, 2011, History of American Men and Survey of Men & Masculinities Research. Introduction to Feminist Philosophies (PL526), Taught by Dr. Marina McCoy, Boston College, Philosophy Department
Allison van hee neoliberalism presentationsykeshea
The document summarizes four articles about neoliberalism and its impact on education. It discusses how neoliberal reforms have led to standardized curriculums, funding cuts, and an increased focus on accountability and standardized testing. This encourages competition but may not motivate all students, especially males who face social pressures to portray masculinity conflicting with academic engagement. The articles also examine teacher experiences under accountability policies and how students privately perceive tensions between neoliberal and social justice values in education.
First Year Programming & An Introduction to Men & Masculinities Research, Aug...Daniel Zepp
First Year Programming & An Introduction to Men & Masculinities Research, August 19th, 2013. Boston College Peer Minister Training Presentation. Office of Campus Ministry & Office of Residential Life
The document provides annotations for 5 sources on the topic of educating girls.
[1] The first annotation summarizes a book that discusses how identities, including gender identities, shape economic and social outcomes. It notes that schools must promote belonging for all students.
[2] The second annotation summarizes an article that discusses perceived biological differences between boys and girls. It questions relying too heavily on stereotypes and recommends getting to know individual students.
[3] The third annotation analyzes interviews with girls in STEM programs that found girls felt they had to work harder than boys for the same achievements and feared abilities would be attributed to gender.
[4] The fourth annotation discusses research finding benefits of
Presentation multiculturalism & anti-racism - lubna, christy, janet, sa...sykeshea
The document discusses several perspectives on culturally responsive teaching and multicultural education. Gay (2013) and Asher (2007) emphasize the importance of helping teachers understand their own biases and privilege to effectively teach diverse students. Sleeter and McLaren (1995) argue that multicultural education must address issues of racism openly. Coloma (2009) examines how race influenced curriculum development for schools in the Philippines under U.S. rule, constructing Filipinos as inferior to justify control through an industrial curriculum. Together the articles stress the need for educators to critically reflect on issues of race, culture, gender and power dynamics in education.
1. Inequalities in education have historically manifested through class, gender, and ethnicity. Working classes, women, and ethnic minorities have faced exclusion, segregation, and lack of assimilation in school systems.
2. Cultural capital, or the correspondence between a student's family culture and school culture, plays a role in inequality, as do income differences which impact opportunity costs of education. However, determinism is avoided as some students from disadvantaged backgrounds succeed.
3. Teachers have different expectations of students based on social class that impact classroom experiences - working class students face more discipline while wealthy students are encouraged to think independently. Inequality is also present in tracking students into vocational or academic paths.
Positionality a scholarly reflection paperIrfan iftekhar
This document discusses positionality and intersectionality in teaching. It explains that a teacher's social attributes like race, gender, and religion affect how they are perceived by students and impact the classroom dynamics. A teacher's position is shaped by combinations of their various social identities. The document also discusses how students enter the classroom with their own biases based on teachers' perceived social identities. It emphasizes that to understand social position, all aspects of a person's identity must be considered simultaneously rather than separately. A teacher's power and influence in the classroom depends on social contexts and how their various attributes are perceived.
The document discusses gender biases in education. It notes that education historically reinforced gender norms and excluded many groups. While improvements have been made, biases still exist subtly through things like curriculum, textbooks, and hidden norms. Peer pressure and bullying around gender further impact students. However, awareness of these issues is growing and education is becoming more inclusive and equitable, though challenges remain.
The document discusses several theories around how teachers can negatively label and stereotype students from ethnic minority backgrounds. It explores how this labeling can lead to lower expectations, disproportionate discipline, and marginalization of these students. While labeling can negatively impact students' achievement and self-perception, some studies also found that some students are able to develop coping strategies to avoid these outcomes or reject the negative labels. The document also analyzes how the curriculum and certain policies can reflect or promote institutional racism in education.
Race racism and racists: An epistemological critiqueHamish Robertson
Racism is a belief system not based in scientific evidence. Race is a social construct with no biological basis, yet it persists due to beliefs that are reproduced through social and political systems. Racists believe in race regardless of evidence, inverting the causal relationship between racism and race. Academia contributes to perpetuating racist beliefs by producing knowledge framed as though race is real without sufficient critique. Dismantling racist discourse requires unpacking the language of race rather than reifying it through research.
This document discusses gender education globally and provides context on key related concepts. It begins by defining the differences between gender and sex, and then discusses what gender equality means for young men and women in poor communities worldwide. It explores the roles of gender stereotypes and similarities/differences between males and females. The document also examines conceptual frameworks for gender equality in education, contested perspectives, and how global goals are constructed. It provides examples of defining global equality agendas and relates this to initiatives like the Millennium Development Goals and Education for All. While acknowledging support for setting global targets, it also notes potential issues like imperialist legacies and pressures of neoliberal economic globalization.
Here are some suggestions for encouraging useful cross-race feedback:
- Establish clear norms and expectations around respectful feedback early on. Make it clear that the goal is constructive criticism, not personal attacks.
- Encourage feedback to focus on observable behaviors and ideas, not personal attributes. Stick to specific examples.
- Have students practice giving and receiving feedback in small, low-stakes exercises to build skills and comfort. Provide models of effective feedback.
- When possible, have feedback come from multiple sources rather than just one person to avoid appearing like a personal attack.
- Consider having students give anonymous feedback initially to reduce potential biases.
- Promote perspective-taking. Discuss how feedback may
Inequalities of women trahan & growe (focus) doneWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Harris, kevin smith, ann marie - identity and multiculturalism nfmij v14 n...William Kritsonis
Teaching undergraduate college students is a complex process. From the standpoint of identity development, undergrads are emerging from adolescence, but they are not quite adults yet. When teaching any undergraduate class, considering the identity development of students is relevant, since undergrads vary in their level of development – and usually differ from the developmental level of their professors. When teaching a multicultural class to undergraduates, though, identity development becomes an even more critical issue for the instructor to be aware of – particularly cultural identity development. In teaching an undergraduate multicultural class, we would take these things into account. We propose a framework and outline for planning an undergraduate multicultural course.
Keywords: multiculturalism; identity; teaching; multicultural class; undergraduate college students
SOC 463/663 (Social Psych of Education) - Grades & Cultural CapitalMelanie Tannenbaum
This document discusses how grades are influenced by factors beyond just academic performance, such as cultural capital and social background. It summarizes research showing that students from higher social classes and who possess more cultural capital tend to receive higher grades, even when accounting for test performance. While grades should ideally only reflect course mastery, research finds that social characteristics like gender, race, and class still influence grades after controlling for academic factors. The document raises questions about how to create a more fair and meritocratic grading system that is less impacted by biases or relative standards between schools.
This document discusses factors that influence gender differences in educational achievement and subject choices. It summarizes that gender roles are socially constructed from a young age through different activities encouraged for boys and girls. This early socialization can lead children to view certain subjects as masculine or feminine domains. Stereotypes associated with subjects, like seeing science and computing as masculine, influence subject preferences. Single-sex schools reduce these influences of gender stereotypes, allowing girls more freedom in subject choices. Overall, the document examines social and cultural factors beyond biology that shape differences in male and female educational experiences.
While inequality refers to differences between groups, inequity refers to unnecessary and avoidable differences that are unfair or unjust. Not all inequalities are unjust, but all inequities stem from unjust inequalities. Societal impacts of failing to remedy inequities and inequalities include feelings of helplessness, disenfranchisement, lack of concern for the disadvantaged, resentment towards systems, lack of global competitiveness, exploitation, and apathy. Litigation is in progress regarding state funding equity lawsuits.
فكرة الدخول إلى العمق .. ما هي؟
الدخول إلى العمق هو ببساطة: النمو في المسيح ، و النمو إلى المسيح
معوقات الدخول إلى العمق:-
1. الخطية: (إشعياء، أيوب، بطرس)
2. غياب يسوع: (ضجيج الموسيقى، احتفالات و اجتماعات ضخمة مع غياب مضمون الرسالة، غياب يسوع عن حياتنا اليومية)
3. معوقات داخل البيت: العلاقات الأسرية الحميمية، علاقات المصلحة و الشغل، الممتلكات ( العلاقات + الذات + الممتلكات)
The document contains information about college readiness and success rates in Central Texas. It shows that Central Texas exceeds the state rate for graduates receiving distinguished diplomas. The majority of Asian students earn distinguished diplomas, while about 1 in 4 Black students and 1 in 5 Hispanic students receive minimum diplomas. Graduates with distinguished diplomas are more likely to earn a college degree. There is a gap in college readiness for graduates of color. Only 1 in 4 freshmen graduate high school on-time and college and career ready. College enrollment rates after high school graduation vary by district and are correlated with the proportion of low-income students.
El documento ofrece consejos y reflexiones sobre el amor, la preocupación y los sueños. Aconseja sembrar amor hoy hacia personas especiales, tener fe en que los problemas se resolverán, y que aunque el amor lastima también se supera con el tiempo. Alienta a soñar y ser lo que se desea.
This document appears to be a student's name and semester. Wendy Farias M. is a student in the 5th semester, section A. The document provides very little context beyond identifying an individual student and their current point in their academic career.
1) The document presents an alternative Persian perspective on Alexander the Great, who is viewed more negatively than in Western histories for destroying Persian cultural sites, including Persepolis.
2) It argues the Persian Empire was an enormously rich and powerful civilization that the Greeks admired, not a barbaric place in need of civilization. Greeks like Xenophon praised Persian rulers like Cyrus the Great.
3) Alexander came to regret his destruction and retained respect for Persia, whose empire he saw as an achievement to acquire rather than simply conquer, as he took on the title of "King of Kings." Over time, Persians incorporated Alexander into their history.
The document discusses how family communication shapes children's understanding of gender. It notes that family is usually the first source of information about gender roles and one of the most influential. The "nuclear family" model of two opposite-gender parents and their biological children is examined, along with common gender stereotypes of women as homemakers and men as breadwinners. The document also looks at how other social institutions can reinforce these roles and how children observe and model their parents' behaviors from a young age.
Race, Gender, and Institutional Differences in Engineering Persistence. By Ma...ADVANCE-Purdue
Using whole-population student records data from multiple institutions for cohorts matriculating in engineering from 1988-1998 and graduating through 2005, the extent to which institutional variation exceeds variation by gender and race discovered in earlier work is explored graphically and using multiple measures of persistence. A powerful new graph design illustrates the intersectionality of race and gender, the importance of institutional variation, and the diversity of pathways that can lead to the same overall rate of persistence. The results make it clear that some underrepresented racial groups can succeed while others do not succeed at the same institution, emphasizing the importance not only of disaggregating race and gender, but of disaggregating various races rather than considering underrepresented minorities as if they were a homogeneous group.
This chapter discusses media as a social institution and how it functions. It covers media economics and how commercials and content are crafted to appeal to audiences. It also examines how media exerts power over social norms and influences identities and behaviors. The chapter explores how media both maintains traditional gender norms but also breaks barriers by portraying more diverse representations. It provides examples of television shows, movies, and magazines that depict non-traditional gender roles and sexual preferences.
This document summarizes a study on institutions and gender related to sanitation practices in three small towns in Uttar Pradesh, India. It describes the objectives of understanding gaps in formal and informal sanitation practices and their gender dimensions. It then provides details on the methodology used, including site visits and consultations. Next, it discusses the sanitation situations, challenges, and key institutions in each of the three towns: Mughalsarai, Unnao, and Gangaghat. It outlines several gender-related issues around women's roles. Finally, it provides recommendations around improving sanitation regimes through community-based and decentralized models, targeting outreach to women, improving conditions for informal waste workers, and empowering local institutions.
The document discusses the relationship between families and gender. It states that families are organized along gendered lines through social forces and the way society communicates about family influences its structure. It also notes that families and gender are deeply connected, with families organizing roles along gender like mother, father, son, daughter. The document then examines how communication flows in a cycle between society and families, with society socializing families and gender roles, families communicating those roles internally, and then families communicating back to society through their behaviors.
This document discusses understanding gender and gender concepts such as gender, sex, gender stereotypes, and gender sensitivity. It defines gender as socially constructed relationships between men and women that change over time and context. Sex refers to biological differences. Gender stereotypes produce expectations that influence behavior and stand in the way of social change. Gender sensitivity means awareness is translated into practices that change perceptions and activities to make institutions more inclusive. It discusses analyzing the gender culture of departments and comparing them. It also addresses mainstreaming gender through context-specific analysis, profiling, gender audits and indicators.
Gender communication in social institutionshawkes10
This document provides an overview of media as a social institution and how it communicates gender. It discusses how money drives media and gives it power to influence social norms. While media underrepresents women, it also builds ways of seeing gender into its content. However, viewers can employ an oppositional gaze to thoughtfully engage with media rather than passively receive its messages. Overall, media can be both entertaining and problematic in its gender portrayals.
Gender Communication in Social InstitutionsAlexRSmith07
This chapter discusses media as a social institution and how it functions. It covers several topics: media economics and how commercials influence content; the power of media to shape understandings of gender and identity; how media both maintains social norms through hegemony but also breaks barriers in content; and how media portrays other institutions like family and work. Examples discussed include the TV show Pretty Little Liars and the film Pleasantville to illustrate these concepts. The conclusion states that media can positively influence audiences when it makes an effort to do so.
This document provides an overview of various feminist perspectives including liberal, radical, Marxist, cultural, and intersectional feminism. It discusses how each perspective examines issues related to gender, power dynamics, and the social construction of masculinity and femininity. Examples are given of how each perspective could be applied in analyzing popular culture texts. The document also covers waves of feminism and provides guidance on conducting feminist analyses and definitions of relevant terms.
This document discusses gender and educational attainment. It explores how gender norms are constructed and enacted in schools. Gender influences educational experiences through factors like subject selection, teacher expectations, and peer relationships. While girls have made gains, subject selection remains influenced by 19th century ideas. Boys still face issues like lower rates of university completion. The document examines how students "do gender" and negotiate norms through interactions. It also discusses challenges like gendered bullying and pressures of heteronormativity.
An Avenue for Challenging Sexism Examining the High School Sociology Classro...Jessica Navarro
This document summarizes a research study that examined the beliefs and practices of six high school sociology teachers regarding their teaching of gender issues. The study found that the teachers viewed sociology class as an important way to reduce sexism and address gender inequity. The teachers believed sociology provided a space for students to grapple with these important issues. The teachers' own beliefs about gender and sexism strongly influenced what they saw as the purpose of sociology class and their instructional practices. The study recommends professional development for teachers on gender equity issues.
Learning OutcomesThis week students will1. Apply the concep.docxsmile790243
Learning Outcomes
This week students will:
1. Apply the concept of inclusion to educational settings.
2. Describe how to implement the Four S’s of inclusion within a physical education lesson.
3. Reflect on the influence of home and school environment on motivation and motor development.
Introduction
This week you will discuss how inclusion extends beyond formally recognized disabilities, and into having more sensitivity and respect for others. In the text, you will read how inclusion can relate to children from different cultural backgrounds, where certain beliefs, values, and practices are different from traditional American ones. Therefore, you extend the notion of inclusion to children who may face barriers while engaging in physical education, not only from a particular disability, but also perhaps due to their body composition, the language they speak, or their cultural background. You will discuss how you can use teaching strategies to provide an enjoyable physical education for every child.
Required Resources
Required Text
1. Foundations of Moving and Learning
a. Chapter 8 – Including All Children for Success
· This chapter explores the concept of inclusion as it applies to educational settings
.
Recommended Resources
Multimedia
1. Goodman, R. (Director) & Read, M. R. (Producer). (2005). Special needs students in regular classrooms? Sean’s story [Television series episode]. In J. Tomlin (Executive producer) Turning point. New York, NY: ABC News. Retrieved from Films on Demand.
· This is the story of an 8-year-old boy with Down syndrome who was part of a battle over "inclusion," the practice of placing mentally or physically challenged students in regular classrooms.
Running head: GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 1
GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 2
Gender Discrimination; a Consequence of Inequality
Student’s Name:
Course Name and Number:
Instructor’s Name:
Date Submitted:
Gender Discrimination; a Consequence of Inequality
Introduction
Description
Inequality is a theme that has become rampant in society over the years receiving interest from big organizations. It is an unseen ailment that arises from poverty, gender disparity, educational level, age, and even race. With the far reach of inequality, it is no surprise several bodies are looking into the issue with the aim of closing that chapter and advancing to newer issues.
Gender Discrimination (Social Problem)
Associated to Meyer (2004), we contemplate the definition of sex to be all practices that are communal, traditional and dialectal that result in processes which differ males from females. Some cultural aspects in our communities have pre-programed individuals to adhere to certain norms that create the disparity between genders. Those of the male gender are usually given the upper hand in some populations, leaving out women and children to the mercy of the men in their lives. There is a constant scuffle for ...
The document discusses various perspectives on the purpose of education including preparing students for the workforce, promoting citizenship and democracy, and reproducing social class structures. It also covers topics like homeschooling philosophies, stereotype threat research, and Marxist views of education's role in perpetuating inequality in capitalist societies.
1) Education has a major influence on gender identity formation from a young age by categorizing students into "girls" and "boys" groups and tracking them into gendered subjects and careers.
2) Even today, schools still promote traditional gender roles through images in textbooks, toys marketed to children, and gender imbalances in subjects and administrators.
3) To build better gender relations, schools should move beyond single-sex approaches and focus on making the entire learning environment more inclusive, supportive, and critical of assumptions around gender.
GENDER Equity Issues in the classroom.pptxgororotich
The document discusses how gender influences various aspects of education. It outlines how historically girls faced barriers to education enrollment compared to boys, though efforts have led to improvements. It also explores how gender differences exist in academic performance and career choices due to societal expectations and stereotypes. The document also examines low representation of women in educational leadership positions and issues like gender-based violence in schools. Overall, it conveys that gender impacts many facets of education and addressing disparities requires a multifaceted approach.
Education plays an important role in forming gender roles as teachers often categorize behaviors into masculine and feminine, which can lead to stereotyping. Different cultures view gender differently. Boys and girls also learn differently, with boys often preferring competitive environments while girls cooperative environments. Gender is performatively constructed through repetition of norms. Early childhood play is closely related to developing heterosexual relationships. Hegemonic discourses help define normal gender performances and regulate correct gender expression. Gender equality policies in education must consider differences within gender groups like social class and culture.
This document discusses the perceived shortage of male teachers, particularly at the elementary level in Canada. It explores how male teachers can serve as role models in relation to their race, sexual orientation, and culture. There are two popular ideologies discussed: 1) that good teachers can teach all students regardless of their own identity, and 2) that increasing diversity among teachers can better reflect student populations while providing more role models. The document analyzes survey results from 223 male teachers in Ontario on this topic and debates around engaging more male teachers.
Education has a major influence on identity development from a young age. It plays a role in how gender identity is taught and constructed in society. Throughout history, only certain groups had access to higher education based on factors like gender, wealth, and race. Today, subjects and majors remain dominated by one gender. While more women now attend college, education institutions still influence concepts of masculinity and femininity. Issues like bullying, peer pressure, and harassment police gender norms. Reform is needed to create a more inclusive, equitable learning environment that empowers all students.
The document discusses sex differences in mathematics performance, anxiety, interest, and self-confidence based on previous studies. It notes that traditionally, studies have shown that boys generally outperform girls in mathematics and have higher levels of confidence and interest. However, more recent studies show that gender gaps may be decreasing, with some findings suggesting girls now equal or outperform boys in mathematics. The study aims to examine performance, anxiety, interest, and self-confidence among high school students based on sex, and investigate whether traditional stereotypes still hold true or if views have changed regarding girls' abilities in mathematics. It grounds this analysis in theories of gender schema, sociocultural learning, mindset, and stereotype threat to understand how societal and
This document discusses how education shapes gender identity from a young age. It notes that until the 1900s, only wealthy white women could obtain higher education. Subjects and majors tended to be dominated by one gender. While women now outnumber men in college, textbooks and curriculum still promote gender stereotypes. Issues like bullying, harassment, and lack of support for those who don't conform to gender norms persist. The document argues that education should move beyond single-sex models and focus on inclusive, supportive, and critical learning environments for all.
This document discusses how education shapes gender identity from a young age. It notes that until the 1900s, only wealthy white women could obtain higher education. Subjects and majors tended to be dominated by one gender. While women now outnumber men in college, textbooks and curriculum still promote gender stereotypes. Issues like bullying, harassment, and lack of support for those who don't conform to gender norms persist. The document argues that education should move beyond single-sex models and focus on inclusive, supportive, and critical learning environments for all.
This document is a response to a comprehensive exam question about adolescent education and high school curriculum. It discusses the normative and empirical elements of adolescent education in the United States regarding outcomes of self-efficacy, civic participation, and dissent. The response draws on scholars like Durkheim, Dewey, Brighouse, and others to argue that while schools aim to socialize students, they also limit authenticity and diversity of thought. It asserts that explicitly teaching about dissent could increase students' self-efficacy and willingness to question dominant views, thereby better preparing them for civic participation and economic productivity as adults.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document discusses confronting pre-service teachers' stereotypes through self-reflection. It describes a study where teacher candidates participated in an exercise examining their own stereotypes. Many students reported increased awareness of their own biases and stereotypes after critically reflecting. The findings showed that engaging students emotionally and intellectually in discussions about diversity helped reduce stereotypes.
CHAPTER ONE But Im Not Gay What Strainht Teachers .docxchristinemaritza
CHAPTER ONE
"But I'm Not Gay": What Strainht
Teachers Need to Know about
Qyeer Theory
Elizabeth]. Meyer
Introduction
Most scholars and educators steer clear of queer theory because the word
"queer" has a long history of being a pejorative term for gays and lesbians or
anyone perceived to be different. What many people do not understand is that
in the past twenty years, this term has been actively under reconstruction and
has been infused with new meanings and applications. Although "queer" is still
often used with the intent to harm, in scholarly contexts it has come to repre
sent new concepts that, when applied in the school setting, can have a libera
tory and positive influence on the way schools work today.
Another common misunderstanding about queer theory is that it is a syno
nym for gay and lesbian studies. Although queer theory emerged from the
work of scholars in this field, it has evolved to become much more broad and
encompassing than gay and lesbian studies. Queer theory goes beyond explor
ing aspects of gay and lesbian identity and experience. It questions taken-for
granted assumptions about relationships, identity, gender, and sexual orienta
tion. It seeks to explode rigid normalizing categories into possibilities that ex
ist beyond the binaries of man/woman, masculine/feminine, student/teacher,
and gay I straight. Queer theory offers educators a lens through which educa
tors can transform their praxis so as to explore and celebrate the tensions and
new understandings created by teaching new ways of seeing the world. This
chapter will introduce some key tenets of queer theory and describe how the
application of these ideas by all educators can create classrooms that are more
liberatory, inclusive of diversity and socially just.
16 "But I'm Not Gay"
r
The first section describes how the persistence of homophobia and the re
lated tool of sexism in schools harm everyone in the community and how the
most basic expectation of school safety for all cannot be attained until these
issues are addressed. The second section describes how gender codes work to
limit the opportunities available to students and teachers in schools and soci
ety. The third section addresses the concepts of language and discourse and
how understanding this form of power is essential to understanding how to
transform school cultures. The fourth section explains several of the key ideas
in Queer Theory that are most relevant to educators working in schools today.
Finally, this chapter concludes with a brief summary of key points and a de
scription of how queer theory and an application of queer pedagogies can
move schools toward being more liberatory, inclusive, and socially just.
The Harmful Effects of Homophobia and Heterosexism
In recent years there has been growing attention paid to the important issue of
violence in schools. The issue of bullying and harassment is one aspect ...
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.
This document examines how gender inequalities are portrayed in media and their effect on students' educational opportunities. It discusses how gender is a social construct that influences norms through media portrayal. Gender stereotypes shape and limit educational opportunities by emphasizing different futures for boys and girls. While efforts have been made to appeal to male students, they often alienate others and have little impact. The mass media now educates youth through constant access, influencing their developing values and expectations within education systems. Further work is still needed to change social attitudes and norms influenced by media portrayals of gender.
Gender in Social Institutions: EducationAnna Swoboda
This document discusses how education shapes and reinforces gender identities. It notes that assumptions of gender differences and male dominance still influence educational institutions today. Additionally, education interconnects with other social institutions like families, workplaces, and media. While education can maintain stereotypes and inequalities, it also has the potential to challenge restrictive views of gender and empower learning. Teachers and school environments unconsciously influence students' gender identities through rhetoric, activities, and materials. Overall, the document examines how education both reflects and shapes societal views of gender.
"But I'm Not Gay": What Strainht Teachers Need to Know about Queer Theory. ...eraser Juan José Calderón
"But I'm Not Gay": What Strainht Teachers Need to Know about Queer Theory. Elizabeth ]. Meyer .
Introducción
La mayoría de los académicos y educadores se mantienen alejados de la teoría queer porque la palabra "queer" tiene una larga historia de ser un término peyorativo para gays y lesbianas o cualquier persona percibida como diferente. Lo que muchas personas no entienden es que en los últimos veinte años, este término ha sido activamente en reconstrucción y ha recibido nuevos significados y aplicaciones. Aunque "queer" todavía se usa a menudo con la intención de dañar, en contextos académicos ha llegado a representar nuevos conceptos que, cuando se aplican en el entorno escolar, pueden tener una influencia liberadora y positiva en la forma en que funcionan las escuelas hoy en día.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Education
1. Education
“E D U C A T I O N
PROFOUNDLY AFFECTS PERSON’S LIVES,
AND THE GENDERED NATURE OF EDUCATION CAN
POSITIVELY AND NEGATIVELY INFLUENCE THOSE
LIVES” (175)
GENDER COMMUNICATION IN SOCIAL
INTUITIONS
BY: TANYA IVERSON
CMS 498
2. Influences on Education
Teachers and students core beliefs,
values, and resulting behaviors influence
the transmission and acquisition of
knowledge.
“When those values include essentialist
views regarding gender/sex, race, and
class, a contradiction emerges in the
heart of education ideals”(176)
Public Education is a political tool in
society to legitimize ideologies, such as
particular types of knowledge and
learning, at time reinforcing stereotypes.
3. Education is an Institution
According to Sociologist Margaret Andresen(2006)
“Institutions define reality for us”
Institutions are an established pattern of behavior
with particular and recognized purpose
Institutions include specific participants who share
expectations and act in specific roles, with rights and
duties attached to them
4. Education as a Gendered Institution
Education has a long history of teaching gender/sex identity
1800’s –British Public School Model of preparing boys how to be
ruling-class men, preparing them for leadership in the armed services
and business. (176)
This British model became the basis for schools in formerly colonized
countries such as Australia, New Zealand, Canada, India, South Africa,
and the United States (Kimmel, 2004; Swain, 2005). (176)
U.S. public education originally was intended exclusively for White,
upper-class boys. (176)
5. Early Women’s Education
Before the 1900’s- only White women from wealthy families could
obtain higher education
They were discouraged from taking courses in what were considered
the masculine domains of business, science, and mathematics.
Training in mathematics and the sciences was virtually nonexistent.
College for women consisted of courses
consistent with women’s domain,
focusing on domestic skills.
6. Common Arguments
Females and males minds were radically different
Harm girls by assimilating them to boys ways and works robbing them of their
sense of feminine character.
Harm boys by feminizing them when they need to be working off their brute
animal element and lead to homosexuality.
“Some worried that educating women and men together would emasculate
the collegiate curriculum, watering it down by forcing the inclusion of
subjects and temperaments better omitted, slowing down the pace, or
otherwise reducing standards that would allow women to keep up”
(Kimmel, 2004, P. 160)
7. Common Hidden Curriculum
Educational practices that implicitly
assume a white, male, middle class
standard for both the knower and that
which needs to be known.
Examples:
History texts that do not acknowledge women & minorities contributions
(Lowen 1995)
Children's storybook portraying gender/sex careers.(Gooden & Gooden ,
2001)
Teachers who discourage boys from arts and girls from math & science
(AAUW, 1992)
Most elementary teachers are female and underpaid (NEA Research, 2003)
“Such omissions help to maintain stereotypes, inequalities, and privileges
tied to gender/sex, race, sexual orientation, ethnicity, social class, and
physical ability.”(177)
8. Interlocking Institutions
The institution of education influences
work, government, family, and media,
and is influenced by each of these. (177)
Women now account for more than 50% of students.
Educational Opportunities = Future Job Opportunities
Many majors continue to be dominated by one sex:
Computer sciences (28% women 72% men )
Education (77% women 23% men)
Engineering (20% women 80% men )
Foreign languages (71% women 29% men)
(US Department of Education, National Center for Educational Statistics, 2003).
9. Hegemonic Power
A critical gender analysis of communication in and about education
explores the very way societies conceive of and pursue truth and
knowledge. …Hegemonic power is at play in the very construction of
truth, reality, and wisdom: that is, knowledge construction. (178)
Epistemology- asks a communication question: How do humans
know what they claim to know?
This area of study recognizes more than one way of knowing and
that there are fewer absolute truths than the institution of education
and the predominant culture recognize. The process by which a
belief comes to be labeled as “the truth” is a rhetorical process.(178)
“THE RECIEVER SHOULD BE AWARE OF THE SOURCE OF
KNOWLEDGE AND THE PROCESS USED IN CONSTRUCTION”
10. Knowledge Creators
Most “knowledge” in the U.S. is the product of White,
Western, Capitalist, Masculine viewpoints.
What society comes to recognize as legitimate knowledge and
useful information are the reflections of their makers’ views of
the world, silencing other was of knowing” (179)
11. Challenging Knowledge
Even as education maintains Feminist theorists employed
and transmits predominant this capacity to challenge when
social beliefs, It also can they critiqued the theories and
research methods used by
challenge cultural stereotypes traditional academic discipline
such as the binary view of to produce biases
gender/sex. knowledge.(178)
12. Feminist Epistemology
1. It rejects rigid disciplinary boundaries in research.
2. It recognizes that insider views may not be the same
as outside researcher views.
3. Insider does not mean biased, and outsider does not
mean bias free.
4.It embraces collaborative rather than hierarchical
control of learning.
5. It includes researchers’ values and perspectives as
part of the research instead of pretending that
researchers are all-knowing and objective.
13. Cognitive Developmental Psychology Studies
Women's Study Men's Study
(Belenky & Assoc. 1986) (Perry 1970)
Stages of Knowing Hierarchical Model
1. Silence 1. Simplistic perspective
2. Received or passive 2. Multiple perspectives
3. Subjective ways 3. Social perspectives
4. Procedural 4. Personal perspective
5. Constructed
Limitations-----If one truly wants to question knowledge construction, it is important
not to assume that any single set of participates can speak for all persons
15. Elementary Education
No other social institution promotes the notion that girls
and boys are different as constantly as education.(181)
Sex distinctions a central part of children’s identities, with sex segregation
Boys and Girls in separate lines
Division of class for tasks
Sports teams
Teachers reinforce the notion of difference by referring to their
class as girls and boys, rather than students. These practices also
reinforce the assumption that one is only a boy or only a girl.
16. Research
Adults often assume that children have same-sex preferences
for friends, whether they do or not, and plan activities
accordingly (Frawley, 2005).
Teaching styles can enforce gender lessons for children.
Competition, constant testing, strict discipline, and hierarchy
emulated by many women and men teachers reflects
traditional masculine qualities and teaches these qualities
particularly to boys (p. 216). (Jon Swain (2005)
17.
18. Sports
Cultural identity of an athlete = gender stereotypes.
The better the male athletes are, the more masculine
they are perceived to be.
The better the female athletes are
the less feminine they are.
19. Educational Materials-Storybooks
Story books:
Female characters are much more likely than male
characters to be seen caring for children or doing
household chores. Male characters are portrayed in a
wider variety of roles and careers (Gooden &
Gooden, 2001).
Male characters are significantly more likely than
female characters to be portrayed as possessing
traditional masculine traits, such as
argumentativeness (Evans & Davies, 2000).
Women may pursue diverse careers, portrayals of
boys and men remain rigid, omitting them from
nurturing roles (Kimmel, 2004).(183)
20. Textbooks
Primary Textbooks
Male characters, references to male authors, and male
depictions still greatly exceed those for females.
Whites still are portrayed in texts more than other racial
and ethnic groups.(Cheri Simonds and Pamela Cooper
(2001)
College Textbook
Out of 15 educational psychology texts to train teachers, no
gender/sex stereotypes (Yanowitz, Weathers (2004))
EXCEPT-Boys students as troublemakers
21. Gender Stereotypes in Curriculum
FEMALE CLASSES MALE CLASSES
Home economics Auto Mechanics
Literature Shop Class
Language arts Math
Reading Science
Writing
Curriculum’s history of gender/sex typing alone cannot explain girls’ and
boys’ gravitation toward these subjects and tendencies to excel in those
consistent with traditional gender expectations, nor can it explain why
many children do not follow these patterns. (184)
Other explanations are needed, such as students’ own contributions to their
identities and the influences of teachers, administrators, parents, and society.
22. Higher Education
Many studies document discrimination experienced by women
in higher education (Fox, 2001; Sandler, Silverberg, & Hall,
1996; Statham, Richardson, & Cook, 1991).
This discrimination is not just relevant
to students. The university professorship
traditionally has been considered a male
position, and men continue to dominate
this profession (Fox, 2001). (185)
Women and minority faculty continues to have a difficult time:
•Getting Hired
•Being evaluated positively students & administrators
•Getting Promote
24. Gender Wars- Females
American Association of University Women Research (1992)
Girls self esteem suffered due to less attention from teachers.
“ Self-esteem, or how one feels about oneself, affects nearly every
aspect of a person’s life, including the ability to learn. People
with high or positive self-esteem tend to experience greater
social popularity, attractiveness, confidence, competence,
grades in school, and mental and physical health (Payne, 2001).
25. Gender Wars-Males
Research by Klienflied (1998)
“The over-representation of males in special education
classes and in virtually every other category of
emotional, behavioral, or neurological impairment is
undisputed” (Kleinfeld, 1998, p. 8).
26. Race/Class War??
African American boys lag the farthest behind in U.S. education.
A 2001 report by the National Center for Education Statistics found in
grades 1-12 Black-White reading gaps did not differ consistently for
boys and girls. What differed was White students consistently did
better as a group than Black students (“Educational Achievement and
Black-White Inequality,” Washington, DC)
Many young African American boys and men contribute to educational
underperformance because of the way they construct their masculinity:
as a masculinity that challenges a school climate that excludes and
labels them as having academic problems. They may perform a
hypermasculinity to protest and defy authorities.
James Earl Davis (2001),
27. Winners?
The gender gap in education exists for both girls and boys, but
because they tend to be socialized in different ways and
because observers have gendered expectations, the gender
gaps tend to be manifested in different ways (Sadker &
Zittleman, 2005).
Gender Wars distracts from the reality that both boys and
girls are being shortchanged in education, especially if of a
minority or lower economic class.
28. Single Sex Education
WHY?- belief is that it will help counter a multitude of
social problems: underachievement, low self-esteem
“This movement is relevant to our study of gender in
communication because several of its underlying
assumptions reflect stereotypes about gender/sex
differences addressed in this text. Furthermore, the
movement may reinforce such stereotypes and maintain
gender/sex norms in communication.”(187)
29. National Association for Single Sex Public Education
Assumptions is
that universal
gender/sex
differences appear
in the learning
styles students
prefer which are
tied to
physiological
differences.
(Sax, Executive
director NASSPE)
30. Results
The NASSPE (2006b) assumes that
females and males have differently
wired brains, which calls for teaching
math separately:
“In girls, navigational tasks are
assigned to the cerebral cortex, the
same general section of the brain
which is responsible for language. In
boys, the same tasks are handled by
the hippocampus, an ancient nucleus
buried deep in the brain, with few
direct connections to the cortex”
(“Teaching Math”). With girls, the
wiring calls for more applied
examples; with boys, teaching should
focus on the numbers and less on the
context.(188)
31. Limitations
The NASSPE website cites cases of improved grade performance
for students in single-sex education programs around the United
States and abroad. However, these examples have limitations:
1) The sex-segregated education is based on sex, not gender
and/or sexual orientation. It assumes that sex equals gender
2) Truth that any improvement is a combination of factors used to
improve student performance: having the same teacher for multiple
years, requiring uniforms, involving parents ect.
3) Single-sex education will not address the problem of
essentializing gender/sex and related inequalities.
“If the goal is to improve gender relations, studenets need
opportunities to build their communication skills, trust, and
respect by working togther”(189)
32. Peer Pressure
Peer groups provide boys and girls with collective meanings and
influences on what it means to be a boy or a girl. At this point
peer groups have more influence on gender than parents, or
individuals.
If a battle is being waged, it is
not between girls and boys but
among them. By the third grade,
students have been found to
migrate to same-sex groups and
to chastise those who do not.
“Adolescents tend to experience intense peer pressure to conform
to group norms in order to be part of the group.(Swain 2005)Thus
one’s gender identity construction is more a collective process than
an individual one.”(Connell,200)
33. Bullying
Bullying is “physical, psychological, and/or verbal intimidation or
attack that is meant to cause distress and/or harm to an intended
victim” (Christie-Mizell, 2003, p. 237).
Bullying is usually done by older children against younger or physically
smaller children and by boys against girls and effeminate boys.
Internet is now use cyber bullying by girls.
The estimated number of students who experience bullying in a given
school year ranges from 20% to 30%.
Students surveyed, 75% report being bullied at some time in their
elementary and junior high school years (AAUW 1993)(190)
34. Bullying link to Sexual Harassment
Bullying creates a cultural context in which sexual harassment is
common, and that schools become training grounds for domestic
violence. Nan Stein (2005)
AAUW (1993) defined sexual harassment as “unwanted and unwelcome
sexual behavior which interferes with your life” (AAUW, 1993, p. 6).
Most students reported doing the harassment simply because it was a part of
the school culture.
Students overwhelmingly acknowledge the existence of bullying and sexual
harassment in schools, but they are not likely to report it because they see it
as normal and/or they are afraid to come forward. (Hand & Sanchez, 2000;
Stein, 2003, 2005).
Sexual minority students in public schools, face a high risk of abuse,
particularly by peers.
Existing research finds that female forms of harassment tend be less
physical, relying more on mean-spirited words (“slut”) and actions of
exclusion.(190)
35. AAUW college survey (2006):
62% of all college students report being harassed in some
way, including having sexual rumors spread about them,
being forced into unwanted physical contact (from
ostensibly accidental touching to rape), enduring sexual
comments, and being spied on.
Female and male students were nearly equally likely to
be sexually harassed on campus.
Females were more likely to be the target of sexual jokes,
comments, gestures, and looks.
Males were more likely to be called gay or a homophobic
name.(192)
36. Sexual Violence on College Campuses
The National Institute of Justice (NIJ, 2000) published
The Sexual Victimization of College Women (Fisher,
Cullen, & Turner), which summarizes a national study
based on 4,446 randomly selected women students from
college campuses across the country.(193)
“Jackson Katz (1999), a national gender violence
educator who works with U.S. college campuses and
military groups, argues that the predominant culture’s
definition of masculinity as aggressive, virile, and
dominant perpetuates violence against women, LGBT
persons, and other men.” (194)
*Warning the following video is graphic and eye-opening*
37.
38. Emancipatory Education
Bias in education in the
form of gender/sex, race,
ethnicity, and class must
be eliminated.
Education researcher Jane Rolland Martin (1991) calls
for “a gender sensitive model of an educated person”
that does not fall into the simplistic trap of biological
determinism and false dichotomies (p. 10).(194)
39. Gender Sensitive Model
Children should be exposed to a variety of teaching styles
Children need to learn to work together
Classroom and playground environment need to reflect
inclusive, nonstereotypical message
Use gender relevant approach vs. gender specific
approaches
40. Distinction
Gender Specific Gender Relevent
Most of the existing Educators directly
changes in education address stereotypical
and curriculum have assumptions as a part
embraced a gender- of the lesson, be it
specific model that reading, writing, math,
targets only one sex. or science.
41. Why?
“The Symbolic gendering of knowledge, the
distinction between “boys subjects” and “girl
subjects” and the unbalance curriculum that
follows, require a gender relevant not gender-
specific response– a broad redesign of curriculum,
timetable, division of labour among teachers, ect.
The definition of masculinities in peer group life,
and the creation of hierarchies of masculinity, is a
process that involves girls as well as boys. It can
hardly be addressed with one of these groups in
isolation form the other.(Connell, 2000, pp168-
169)(195)
42. Teaching Styles
Lecture based instruction can be Connected teaching can be
oppressive to those already liberating when topics are
marginalized and silenced. concretely related to learners
individual life experiences.
Bank Model – Teachers role is to
deposit knowledge into a Connect model-The teacher
students brain, in which the works with the students to
student is expected to retain construct knowledge through
for future withdrawal interaction.
43. Global Education
“The United Nations and many nongovermental organizations
have long recognized the intersecting, systemic influences of
gender/sex oppression in education, family, poverty, health,
and other social factors that contribute to human rights and
livable lives.”(196)
“Focusing on girls education is important because females are
the caretakers and educators of children; when organization
invest in girls and women's literacy and education, they invest
in families and communities”(196)
“It reminds us that the strategies and solutions developed in
the United States should be informed by what is happening
elsewhere and should be held globally accountable.”(196)
44. Conclusion
Education has a long history as an institution of
communication practices including: lectures, books,
and activates, that teach children to perform gender
Acceptable knowledge itself can be gendered/sexed
Children reinforce these gender roles amongst
themselves through peer pressure, bullying
harassment, and violence.
Gender sensitive model in which educators address
stereotypes and use alternative teaching methods
will help alter needs to perform.
Global education practices influence steortypes
45. Sources
All quotes where obtained from
DeFrancisco, Victoria L, and Catherine H. Palczewski. Communicating Gender
Diversity: A Critical Approach. Los Angeles: Sage Publications, 2007. Print.
All photos where obtained through Google image searches
All videos where obtained via Utube