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 Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advoca...Gerri Spinella
The Legacy Project, a LGBT educational initiative, promotes professional development training and advocacy for gay and lesbian families to graduate students in education.
The purpose of the study was to determine the major parenting styles and their influence on senior secondary school students’ social interaction in the area. The study made use of a sample of 1517 senior secondary class 2 students. It was an expost facto design with a structured questionnaire for data collection. The instrument was pre-tested to establish its validity and reliability. The results indicated that most parents seemed to adopt authoritative parenting style in their child rearing. The study showed that parenting styles have significant influence on students’ social interaction. It was inferred that authoritative parenting enables students to have positive self-concept, self assertuion, self reliance, understanding, and creativity that lead to high performance and social competence while other parenting styles lead to anti-social behaviour. Authoritative parenting style is therefore recommended to enhance students’ social interaction. Parents, students, school authorities and Government would benefit from the study.
Creating a safe environment for your students, one that’s inclusive of all sexual orientations and gender affiliations, is vital for the success of your school. Educational consultant Jennifer Bryan offers valuable recommendations in this Net Assets article (published March/April 2012) for fostering a school atmosphere open to LGBTQI students, including an inclusivity checklist that will help you assess how your school stacks up.
The Legacy Project: Chicago's LGBT Community Builds a Real and Virtual Advoca...Gerri Spinella
The Legacy Project, a LGBT educational initiative, promotes professional development training and advocacy for gay and lesbian families to graduate students in education.
The purpose of the study was to determine the major parenting styles and their influence on senior secondary school students’ social interaction in the area. The study made use of a sample of 1517 senior secondary class 2 students. It was an expost facto design with a structured questionnaire for data collection. The instrument was pre-tested to establish its validity and reliability. The results indicated that most parents seemed to adopt authoritative parenting style in their child rearing. The study showed that parenting styles have significant influence on students’ social interaction. It was inferred that authoritative parenting enables students to have positive self-concept, self assertuion, self reliance, understanding, and creativity that lead to high performance and social competence while other parenting styles lead to anti-social behaviour. Authoritative parenting style is therefore recommended to enhance students’ social interaction. Parents, students, school authorities and Government would benefit from the study.
Creating a safe environment for your students, one that’s inclusive of all sexual orientations and gender affiliations, is vital for the success of your school. Educational consultant Jennifer Bryan offers valuable recommendations in this Net Assets article (published March/April 2012) for fostering a school atmosphere open to LGBTQI students, including an inclusivity checklist that will help you assess how your school stacks up.
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 ...
[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.
The Hypersexualization of Young Girls and the Infantilization of Adult WomenAJHSSR Journal
ABSTRACT: It is commonly known that women deal with societal pressures at all ages. When they are young,
little girls, they are hypersexualized. When they are grown, adult women, they are infantilized. Just like any
other societal pressure, these notions lead females to develop and carry various physical and psychological
problems throughout their lives, ranging from eating disorders, depression, anxiety, self-harm, to suicidal
thoughts and more. There are multiple factors that appear to be reinforcing these phenomena such as schools,
families, media, influencers, and much more. These issues can be dealt with and addressed in several ways,
some of which could be setting firm regulations and laws on the media and what they’re permitted to put out,
monitoring companies and their advertisements to ensure they are not promoting either, and raising awareness
on these topics in schools, universities, and with parents, through awareness sessions, campaigns, and
workshops that could be mandatory. In this way, the general public will become aware of these stigmas that they
might be partaking in or encouraging unconsciously, thus making the world a safer place for females of all ages
and would promote gender equality.
Teaching the Digital Generation with Impact: Teachers as Agents of Character Formation
and
Tried-and-Tested Strategies That Form Students’ Character: Empathy, Resilience and Grit
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Gender in Education
1. Gender in
Education in Social
Gender Communication
Institutions Project
CMS 498
By: Krista Jamison
2. Education has an extended influence on
individual’s identity construction
Education is a major part of our world,
right from the start. We are in school by
age 5 for 6 hours a day 5 straight days a
week. (For most that continues for at least
12 straight years, and for a lot of people
it continues to goes on and on).
Education has a major
influence on us as
human beings during own
most formative
psychological,
physical, moral, and
intellectual
development
http://www.guardian.co.uk/higher-education-network/blog/2011/dec/13/purpose-of-university
3. Education as a Gendered Institution
Gender identity is taught
in educational
institutions.
Only white woman from
wealthy families could
obtain higher education
before the 1900’s
The idea of education for
the all was not
considered normal until
the mid 1900’s.
4. Subjects/Majors
Throughout the chapter, school
subjects play a big role in
categorizing gender identity.
Still today, majors tend to be dominated
by one sex.
Women: education,
Men: sciences, language arts, foreign
math, languages, literature,
engineering, courses focused on
business domestic skills
5. Today, women now account
for more than 50% of
college students
nationwide
6. Education institutions have a huge
impact on the world, including work,
government, family and media and
education is influenced by these as
well. Learning and teaching is
influenced by the predominant values set
out by larger society.
It is culture that influences the way
knowledge is constructed
Hegemonic power is present in the construction of
knowledge, truth and reality
7. Looking at gender communication in education is
more about exploring the way society formulates
and pursues knowledge
Knowledge is
perceptual.
It is important
to look at
information
through a
critical eye and
the receiver
should become
award of the
sources that they
are gaining there
knowledge through
and how it is
8. No other social institution promotes the
notion that girls and boys are different
as constantly as education.
(DeFrancisco, p.181)
From a young age we are being put in these two
different categories, including what lines were are
asked to stand in, bathrooms to go to, what sports
teams to play on, our textbooks and content, our
administrators and teachers, the curriculum .
9. Barbie marketed a doll in 1992 that
would say
“Math is hard!”
800 million consumers objected and
the comment was no longer said by
Barbie. But it shows how large
companies are trying to keep gender
roles in place in society.
The message was the common belief
that women could not do math, and
boys can.
10. Our childhood textbooks are full of
pictures of distinguishing gender
roles; woman doing household chores
and caring for the young while men
are in business suits and
exemplifying many different careers
11. Epistemology: the investigation of what
distinguishes justified belief from
opinion.
Do humans really know what they claim they
know?
There is more then just one way of
knowing
12. Gender Wars in
Education
Different time periods seemed to focus on different
sexes
The 60s and 70’s focused on boys while the 80’s and
90’s focused on girls, creating a war or a gender
gap in education.
But ultimately, current research
shows us that regardless of a
child’s sex, the more impoverished
the school, the less likely the
child is to receive a quality
education.
13. Single Sex Schools
This seemed like a conclusion to the boys and girls being
left behind academically problem. It was hoping to
counter the problems, like teen pregnancy, drug use, low
self-esteem, underachievement, and violence.
But the idea, to me mostly, just seems unfair, and not
really efficient for building communication
relationships.
If the goal is to improve gender relations, students
need opportunities to build communication skills,
trust, and respect by working together. (p188)
14. “I don’t think that a boy or a girl is
going to achieve more because they
are studying with someone of the
opposite gender who is smarter than
them. I don’t believe one supports the
other,” (Patterson, 2012)
The separation tactic almost seems to do the opposite of
what it is trying to do. It’s doesn’t help them build
relationships with the each other.
15. Peer Pressure
Kids tend to shift towards same sex
groups at a young age. Peer pressure is
usually applied to those who do not
conform to their gender role.
Not conforming to societies general
norms can allow an individual to not
feel apart of a group and feel peer
pressured and bullied.
16. Masculinity has traditionally been defined
as brawn, not brain, and education is seen
as a passive, feminine activity (Connell,
2000; Francis & Skelton, 2005).
17. Bullying
Bullying is “physical, psychological, and/or verbal
intimidation or attack that is meant to cause distress
and/or harm to an intended victim”
Also defined as: to use superior strength or influence to
intimidate (someone), typically to force him or her to do
what one wants
Bullying is a gateway for sexual
harassment (unwanted and unwelcome sexual behavior
which interferes with your life)
18. Having a girlfriend or boyfriend of
the opposite sex in middle and high
school is a means to gain status. It’s
about pronouncing and declaring
heterosexuality to conform.
QuickTime™ and a
decompressor
are needed to see this picture.
19. Harassment
Students would say that harassment is simply part
of the school culture. It just makes sense.
Most kids acknowledge it but never bring it to
attention to report it, either because it seems
normal or they are to afraid.
Harassment is not just boys. Girls participating
in bullying, mostly in verbal abuse rather then
physical, using mean spirited words and often
excluded other girls
20. 62% of all college students
report being harassed in some way
Sexual harassment goes both ways, both men and women are
equally harassed on campuses, females tended to be targets
(sexual jokes and gestures) while men were called gay or
fags more commonly.
Sexual Violence on
Campus women experienced
2.8% of
attempted or completed rape
during a period of almost 7
months
Verbal abuse was very common
3.1% were stalked during a
year’s time, with each incident
lasting an average of 60 days.
21. Emancipate Education!
It’s time to ask questions about the assumptions in the
education.
BE CRITICAL
Look at the hegemonic relations of formal
education
We are in a time where we need to find new,
different, and exciting ways to learn, more
availability, inclusiveness and support for
everyone.
22. CONCLUSION
In schools today, we need to be gender relevant
not gender specific. We should get go beyond
single-sex education, and focus on a more
wholesome way of learning, teaching, and
discovering true interactions.
We need to find ways to address
the entire learning environment
We need to be more critical and creative with
the way we teach and the way we learn.
23. Sources
DeFrancisco, Victoria L., and Catherine Helen. Palczewski.
Communicating Gender Diversity: A Critical Approach. Los
Angeles: Sage Publications, 2007.
Patterson, Gregory A. "Separating The Boys From The Girls."
Phi Delta Kappan 93.5 (2012): 37-41. Academic Search
Complete. Web. 24 July 2012.