The document discusses gender identity and socialization processes. It examines the role of families, schools, peers, teachers, curriculums, and textbooks in challenging or reinforcing gender inequalities. Specifically, it looks at how these various factors shape gender roles and responsibilities assigned to both boys and girls. Measurement of gender identity and discrimination in classroom interactions, rituals, and routines are also analyzed, as well as differences in disciplining techniques used for boys versus girls.
Course Code-BD4GS-unit-1-Gender Roles in Society.pptxamalajansi1
This document is about gender roles in society and was presented by Prof. Amala Jansi. It begins with defining sex and gender, differentiating the two, and identifying gender roles in key institutions like family, caste, class, religion, culture, media and law. It then discusses reasons for gender inequalities and strategies for gender-just education outside of schools. Specific gender roles and stereotypes promoted in media like films and advertisements are described. The objectives are to define sex and gender, differentiate them, identify gender roles, discuss causes of inequality, and explain gender-just education approaches. Questions for discussion are also provided.
The document discusses gender roles in various aspects of Indian society such as family, culture, popular culture, class, caste, religion, law and the state, and media. It notes that gender roles are defined by socio-cultural norms and family systems are based on these roles. In modern society, it is seen that both men and women have equal rights and responsibilities. Gender roles differ based on social class and are also impacted by caste hierarchy in India. Religions like Hinduism, Buddhism, Christianity, Islam, Sikhism and Jainism approach gender roles differently. The constitution provides for equality but gender discrimination still persists in law and media often portrays gender stereotypes.
Unit-1-Gender-inequality-Gender -just education outside school settings.pdfamalajansi1
The document discusses several important causes of gender disparity in India, including poverty, illiteracy, lack of employment opportunities, social customs and beliefs, social attitudes, and lack of awareness about women's rights. It notes that poverty disproportionately impacts women, with 70% of poor people in India being female. Literacy rates are also significantly lower for women compared to men. Unemployment contributes to women's economic dependence on men. Traditional social and family structures restrict women's roles and subordinate their status. Lack of education and awareness about rights prevents women from achieving equality. Non-formal education provided by NGOs can help address gender disparities outside of the formal school system.
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 ...
GENDER AND SCHOOL CURRICULUM-unit-3-Notes.pptxamalajansi1
The document discusses gender representation in school curricula and textbooks. It notes that textbooks often portray stereotypical gender roles and show more male representations. The curriculum and teachers have a role in nurturing students' development of masculine and feminine identities. Efforts are needed to integrate gender roles across the curriculum and eliminate bias. National and state organizations in India have worked to include gender concerns in curriculum frameworks to promote equality. However, challenges remain in removing stereotypes from textbooks and the classroom environment.
Promote the gender equality in school curriculumMar Jurado
This document provides recommendations for promoting gender equality in school curriculums. It recommends reviewing curricula to include knowledge traditionally marginalized like women's history. It suggests educating students to become who they want to be rather than who society expects based on gender. Teachers should create a free environment for discussion and avoid neutrality on gender. Activities suggested include role playing, analyzing media for stereotypes, and rewriting fairy tales with swapped gender roles to promote critical thinking. The overall goals are removing obstacles to self-awareness, countering prejudices and stereotypes, and valuing gender diversity and differences.
Gender Identity In Sociological ResearchAshley Thomas
Sociologists recognize that gender is socially constructed and varies across cultures, unlike biological sex. Structural-functional theory views gender as a social role that allows societies to function optimally through the division of labor. Gender identity develops through social norms and the performance of culturally-based behaviors and appearances that conform individuals to social groups.
This document discusses feminism and the role of education from a feminist perspective. It defines feminism as the belief in social, political, and economic equality between sexes. There are three main types of feminism discussed: liberal feminism focuses on equal rights and socialization, Marxist feminism sees women's role benefiting capitalism, and radical feminism sees patriarchy exploiting women. Feminists argue that education maintains gender inequality through stereotypes, subject choices, teacher behaviors, and portrayals of females. They believe exposing these issues and achieving equality in education is important.
Course Code-BD4GS-unit-1-Gender Roles in Society.pptxamalajansi1
This document is about gender roles in society and was presented by Prof. Amala Jansi. It begins with defining sex and gender, differentiating the two, and identifying gender roles in key institutions like family, caste, class, religion, culture, media and law. It then discusses reasons for gender inequalities and strategies for gender-just education outside of schools. Specific gender roles and stereotypes promoted in media like films and advertisements are described. The objectives are to define sex and gender, differentiate them, identify gender roles, discuss causes of inequality, and explain gender-just education approaches. Questions for discussion are also provided.
The document discusses gender roles in various aspects of Indian society such as family, culture, popular culture, class, caste, religion, law and the state, and media. It notes that gender roles are defined by socio-cultural norms and family systems are based on these roles. In modern society, it is seen that both men and women have equal rights and responsibilities. Gender roles differ based on social class and are also impacted by caste hierarchy in India. Religions like Hinduism, Buddhism, Christianity, Islam, Sikhism and Jainism approach gender roles differently. The constitution provides for equality but gender discrimination still persists in law and media often portrays gender stereotypes.
Unit-1-Gender-inequality-Gender -just education outside school settings.pdfamalajansi1
The document discusses several important causes of gender disparity in India, including poverty, illiteracy, lack of employment opportunities, social customs and beliefs, social attitudes, and lack of awareness about women's rights. It notes that poverty disproportionately impacts women, with 70% of poor people in India being female. Literacy rates are also significantly lower for women compared to men. Unemployment contributes to women's economic dependence on men. Traditional social and family structures restrict women's roles and subordinate their status. Lack of education and awareness about rights prevents women from achieving equality. Non-formal education provided by NGOs can help address gender disparities outside of the formal school system.
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 ...
GENDER AND SCHOOL CURRICULUM-unit-3-Notes.pptxamalajansi1
The document discusses gender representation in school curricula and textbooks. It notes that textbooks often portray stereotypical gender roles and show more male representations. The curriculum and teachers have a role in nurturing students' development of masculine and feminine identities. Efforts are needed to integrate gender roles across the curriculum and eliminate bias. National and state organizations in India have worked to include gender concerns in curriculum frameworks to promote equality. However, challenges remain in removing stereotypes from textbooks and the classroom environment.
Promote the gender equality in school curriculumMar Jurado
This document provides recommendations for promoting gender equality in school curriculums. It recommends reviewing curricula to include knowledge traditionally marginalized like women's history. It suggests educating students to become who they want to be rather than who society expects based on gender. Teachers should create a free environment for discussion and avoid neutrality on gender. Activities suggested include role playing, analyzing media for stereotypes, and rewriting fairy tales with swapped gender roles to promote critical thinking. The overall goals are removing obstacles to self-awareness, countering prejudices and stereotypes, and valuing gender diversity and differences.
Gender Identity In Sociological ResearchAshley Thomas
Sociologists recognize that gender is socially constructed and varies across cultures, unlike biological sex. Structural-functional theory views gender as a social role that allows societies to function optimally through the division of labor. Gender identity develops through social norms and the performance of culturally-based behaviors and appearances that conform individuals to social groups.
This document discusses feminism and the role of education from a feminist perspective. It defines feminism as the belief in social, political, and economic equality between sexes. There are three main types of feminism discussed: liberal feminism focuses on equal rights and socialization, Marxist feminism sees women's role benefiting capitalism, and radical feminism sees patriarchy exploiting women. Feminists argue that education maintains gender inequality through stereotypes, subject choices, teacher behaviors, and portrayals of females. They believe exposing these issues and achieving equality in education is important.
Gender roles refer to the expectations of how males and females should behave and the responsibilities assigned to each in a society. Gender roles are learned and can vary across cultures but generally involve divisions of labor, child-rearing practices, and socialization that reinforce the roles. Gender schema theory proposes that children learn about gender norms from their culture and adjust their behavior accordingly, developing cognitive frameworks or "schemas" about what it means to be male or female. These schemas can influence how people perceive themselves and others.
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.
The document summarizes key aspects of sociological theories of education including functionalism, Marxism, feminism, and interactionism. It also examines research on social class, gender, and ethnicity in relation to differential educational achievement. Some of the studies discussed include Douglas (1964, 1970) on social class differences, Bernstein (1960) on language and social class, and Sharpe (1976, 1994) on changes in expectations for girls over time.
How are bullying and bias related? How does gender bias and homophobia and sexism affect the ways boys and girls experience bullying, cyberbullying, and harassment? How do young people identify bullies and victims around social factors like race, gender, ethnicity, and class? Gain practical methods and tools which can be used to educate, prevent, and combat this growing problem.
This document discusses gender bias in school curriculum and practices. It notes that while boys and girls may receive different educations, the differences observed between them could be a result of social experiences rather than inherent qualities. Gender bias operates in many facets of schooling, including curriculum content and materials, classroom interactions, examinations, and school organization. For example, some subjects are considered more masculine or feminine. Language can present derogatory or stereotypical representations of gender. Pictures and illustrations also frequently depict gender biases. To reduce gender bias, it is important to change mindsets about gender roles, encourage women in top positions, make curriculum and materials more balanced, and increase awareness among educators. Schools should aim to eliminate divisions between boys and girls
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
The document discusses co-education in Pakistan. It defines co-education as the education of boys and girls in the same institute. While most countries have adopted co-education, it remains a controversial issue in Pakistan. Supporters argue it promotes healthy competition and confidence, while critics argue it could lead to immoral relationships or negatively impact youth. A survey found most students believe co-education develops confidence, but some have concerns about its effects. The document concludes co-education can be appropriate from an Islamic perspective if schools provide a positive environment and students observe proper gender interaction guidelines.
Socio-Legal Dimensions of Gender (LLB-507 & 509 )cpjcollege
This paper intends to sensitize the students about the changing
dimensions of gender and also familiarizes them with the subtle manifestations of inequality rooted in our society.
According to the socialization young children learn stereotypical gend.docxwrite4
According to the socialization approach, young children learn stereotypical gender roles from parents, peers, teachers, and the media. Children are taught that boys are aggressive and independent while girls are nurturing and better at relationships. From these lessons, children construct the concept of gender. Sociologists who take the integrationist approach believe that gender roles are continually reinforced through daily interactions between women and men, unconsciously reproducing gender differences. Many gender theorists argue that nearly all societies institutionalize patriarchy and limited biological sex differences into a rigid gender system through social structures.
Gender refers to the social roles and behaviors assigned to men and women through socialization processes, rather than biological sex. Schools play an important role in socialization and can help promote gender equality by ensuring equal treatment of boys and girls. However, textbooks and classroom practices often portray gender biases, such as depicting girls as weak and boys as strong. To create more gender-responsive schools, teaching materials and classroom environments should provide equal opportunities for participation and avoid gendered language or stereotypes. Teachers also need training to understand gender issues and promote non-discriminatory practices.
School-to-Prison Pipeline: How perceived experiences with teachers lead stude...thepeoplesreportproject
This is a secondary data analysis on the Wilmington Street PAR project (or The People's Report), a larger street ethnographic study organized to examine physical violence in Wilmington, DE. This analysis explored attitudes toward and experiences with education or school. Specifically, this study explored attitudes toward teachers and how such attitudes informed notions of school and community violence amongst street identified Black men and women.
This document discusses sociology of education and various social institutions that influence the educational and social development of individuals. It covers topics like sociological methods, the role of family, peer groups, religious institutions, schools, and media in socializing children and transmitting culture. The key socializing agents discussed are the family, schools, peer groups, and mass media. The document emphasizes how interaction with these institutions shapes personality, cultural values, and influences behavior.
Gender roles socialization theory is believed to be based on Social learning theory, Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples.The concept of boy code and masculine mystique , Influence of family,“normative male alexithymia”, display of aggression, Gender in advertisement, Women were more likely to be sexualized than men.
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 discusses sociology of education and various social institutions that influence the educational and social development of individuals. It covers topics like sociological methods, the role of family, peer groups, schools, religious institutions, and mass media in socializing children and transmitting cultural values between generations. The conclusion emphasizes that sociology of education involves studying how educational institutions and social interactions shape personality development and cultural learning.
A process of mutual influence between a person and his fellow being, a process that results in an acceptance of, the adaptation to, the patterns of social behaviour.
A Study of the parents Opinion on Discrimination among degree College student...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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.
The document discusses gender sensitization and its importance in creating a more equitable society. It defines gender sensitization as raising awareness about gender equality and modifying behaviors to afford equal treatment and opportunities to men and women. The key aspects that need development for gender equality are more open-minded and unbiased thoughts, dismantling orthodox beliefs, and better work-life balance for both women and men. Schools and educators play an important role as agents of change, and gender sensitization training for teachers is recommended so they can help shape non-discriminatory attitudes in students from a young age.
This document provides an overview of the sociology of education, including its nature, scope, and theoretical approaches. It defines sociology of education as the branch of sociology that studies the relationship between education and society, and how social factors influence education. The document outlines three main theoretical approaches in sociology of education: functionalist theory, conflict theory, and interactionist theory. It provides examples of how each theory frames the role and functions of education in society.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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Gender roles refer to the expectations of how males and females should behave and the responsibilities assigned to each in a society. Gender roles are learned and can vary across cultures but generally involve divisions of labor, child-rearing practices, and socialization that reinforce the roles. Gender schema theory proposes that children learn about gender norms from their culture and adjust their behavior accordingly, developing cognitive frameworks or "schemas" about what it means to be male or female. These schemas can influence how people perceive themselves and others.
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.
The document summarizes key aspects of sociological theories of education including functionalism, Marxism, feminism, and interactionism. It also examines research on social class, gender, and ethnicity in relation to differential educational achievement. Some of the studies discussed include Douglas (1964, 1970) on social class differences, Bernstein (1960) on language and social class, and Sharpe (1976, 1994) on changes in expectations for girls over time.
How are bullying and bias related? How does gender bias and homophobia and sexism affect the ways boys and girls experience bullying, cyberbullying, and harassment? How do young people identify bullies and victims around social factors like race, gender, ethnicity, and class? Gain practical methods and tools which can be used to educate, prevent, and combat this growing problem.
This document discusses gender bias in school curriculum and practices. It notes that while boys and girls may receive different educations, the differences observed between them could be a result of social experiences rather than inherent qualities. Gender bias operates in many facets of schooling, including curriculum content and materials, classroom interactions, examinations, and school organization. For example, some subjects are considered more masculine or feminine. Language can present derogatory or stereotypical representations of gender. Pictures and illustrations also frequently depict gender biases. To reduce gender bias, it is important to change mindsets about gender roles, encourage women in top positions, make curriculum and materials more balanced, and increase awareness among educators. Schools should aim to eliminate divisions between boys and girls
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
The document discusses co-education in Pakistan. It defines co-education as the education of boys and girls in the same institute. While most countries have adopted co-education, it remains a controversial issue in Pakistan. Supporters argue it promotes healthy competition and confidence, while critics argue it could lead to immoral relationships or negatively impact youth. A survey found most students believe co-education develops confidence, but some have concerns about its effects. The document concludes co-education can be appropriate from an Islamic perspective if schools provide a positive environment and students observe proper gender interaction guidelines.
Socio-Legal Dimensions of Gender (LLB-507 & 509 )cpjcollege
This paper intends to sensitize the students about the changing
dimensions of gender and also familiarizes them with the subtle manifestations of inequality rooted in our society.
According to the socialization young children learn stereotypical gend.docxwrite4
According to the socialization approach, young children learn stereotypical gender roles from parents, peers, teachers, and the media. Children are taught that boys are aggressive and independent while girls are nurturing and better at relationships. From these lessons, children construct the concept of gender. Sociologists who take the integrationist approach believe that gender roles are continually reinforced through daily interactions between women and men, unconsciously reproducing gender differences. Many gender theorists argue that nearly all societies institutionalize patriarchy and limited biological sex differences into a rigid gender system through social structures.
Gender refers to the social roles and behaviors assigned to men and women through socialization processes, rather than biological sex. Schools play an important role in socialization and can help promote gender equality by ensuring equal treatment of boys and girls. However, textbooks and classroom practices often portray gender biases, such as depicting girls as weak and boys as strong. To create more gender-responsive schools, teaching materials and classroom environments should provide equal opportunities for participation and avoid gendered language or stereotypes. Teachers also need training to understand gender issues and promote non-discriminatory practices.
School-to-Prison Pipeline: How perceived experiences with teachers lead stude...thepeoplesreportproject
This is a secondary data analysis on the Wilmington Street PAR project (or The People's Report), a larger street ethnographic study organized to examine physical violence in Wilmington, DE. This analysis explored attitudes toward and experiences with education or school. Specifically, this study explored attitudes toward teachers and how such attitudes informed notions of school and community violence amongst street identified Black men and women.
This document discusses sociology of education and various social institutions that influence the educational and social development of individuals. It covers topics like sociological methods, the role of family, peer groups, religious institutions, schools, and media in socializing children and transmitting culture. The key socializing agents discussed are the family, schools, peer groups, and mass media. The document emphasizes how interaction with these institutions shapes personality, cultural values, and influences behavior.
Gender roles socialization theory is believed to be based on Social learning theory, Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples.The concept of boy code and masculine mystique , Influence of family,“normative male alexithymia”, display of aggression, Gender in advertisement, Women were more likely to be sexualized than men.
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 discusses sociology of education and various social institutions that influence the educational and social development of individuals. It covers topics like sociological methods, the role of family, peer groups, schools, religious institutions, and mass media in socializing children and transmitting cultural values between generations. The conclusion emphasizes that sociology of education involves studying how educational institutions and social interactions shape personality development and cultural learning.
A process of mutual influence between a person and his fellow being, a process that results in an acceptance of, the adaptation to, the patterns of social behaviour.
A Study of the parents Opinion on Discrimination among degree College student...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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.
The document discusses gender sensitization and its importance in creating a more equitable society. It defines gender sensitization as raising awareness about gender equality and modifying behaviors to afford equal treatment and opportunities to men and women. The key aspects that need development for gender equality are more open-minded and unbiased thoughts, dismantling orthodox beliefs, and better work-life balance for both women and men. Schools and educators play an important role as agents of change, and gender sensitization training for teachers is recommended so they can help shape non-discriminatory attitudes in students from a young age.
This document provides an overview of the sociology of education, including its nature, scope, and theoretical approaches. It defines sociology of education as the branch of sociology that studies the relationship between education and society, and how social factors influence education. The document outlines three main theoretical approaches in sociology of education: functionalist theory, conflict theory, and interactionist theory. It provides examples of how each theory frames the role and functions of education in society.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Unit2-GENDER IDENTITY AND SOCIALIZATION PROCESS -Notes.pptx
1. UNIT- II: GENDER IDENTITY AND
SOCIALIZATION PROCESS
Gender identity and socialization practices in family,
school and organization - Role of school, peers,
teachers, curriculum and textbooks in challenging
gender equalities or reinforcing gender parity - gender
roles and responsibilities assigned in schools and
classrooms – Measurement of gender identity -
discrimination of gender in classroom interactions,
rituals and school/ routines - Processes of disciplining
techniques for boys and girls - Analysis of sex-roles
stereotype.
2. Gender identity is one's
personal experience of
one's own gender
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
3. +
GENDER IDENTITY: An image of oneself as
masculine or feminine in characteristics
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
4. Sociologists are particularly interested in
gender identity.
Gender identity appears to form very early in
life.
Most likely irreversible by age 4.
Gender identity –based on
Biological
Psychological
Social variables
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
5. +
Biological
Evolutionary – emphasise ancestral
mating strategies as the basis for
differences in gender roles.
i.e. women bearing children, men hunting
for survival.
• Weaknesses: Does not account for
modern factors (cultural, financial) that
have changed how people live their lives.
• Increasing number of women choosing
not to have children
• Little empirical evidence for the
evolutionary account.
• Most data on gender differences in mate
selection through self-reports, therefore
very little behavioural support.
Mrs.M.AMALA JANSI,Asst.prof.of CS
,LCE,Chennai-34
6. +
Kohlberg’s stages of
gender development
1) Gender Labeling (approx. 2yrs): the
knowledge that one is male or female
due to their anatomy
2) Gender Stability (approx 4-5yrs): the
belief that their own gender is
permanent.
3) Gender Constancy: the understanding
that gender will not change despite
changes to physical appearances (e.g. a
woman wearing pants is still a female)
These children value their gender identity
positively and try to behave only in ways
that match their conception.
Mrs.M.AMALA JANSI,Asst.prof.of CS
,LCE,Chennai-34
8. • Most individuals learn gender identity
through socialization.
• * Gender is usually reinforced at birth
- blue for boys and pink for girls.
• * Differing gender expectations from parents
and society also create gender identity.
Mrs.M.AMALA JANSI,Asst.prof.of CS
,LCE,Chennai-34
10. Socialization is the process by which
children and adults learn from
others(society).
People continue their social learning all
through life.
Ex: learning is fun
Sports and music –learn from friends
Some times Social learning is painful
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
12. Natural: infants and youngsters explore, play and discover
the social world around them.
Planned : People take actions designed to teach or train
others began from infancy on. Good and bad features-choose good
one.
Positive : pleasurable and exciting experiences. Ex:
positive motivation , loving care , rewarding opportunities
Negative : others use punishment harsh criticisms or
anger
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
13. Objective Socialization-refers to the society
acting upon the child (not influenced by personal
feelings or opinions in considering and representing facts)
Subjective Socialization-the process by which
the society transmits its culture from one
generation to the next.(based on or influenced by
personal feelings, tastes, or opinions)
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
14. Imitation: children imitate others , language
acquired by imitation
Suggestion: Process of communicating
information, suggestion influences
behaviour.
Identification: Through identification, he
becomes sociable
Language: By language- one learns
folkways, mores
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
15. To develop the skills and disciplines which
are needed by the individual
To instill the aspirations and values and the
design for living which the particular society
possesses.
To teach the social roles which individuals
must enact in society
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
16. Socialization is vital to culture: process of
socialization –every society transmits its
culture to succeeding generations.
Socialization is vital to personality :
formation and development(interaction with
others)
Socialization is vital to sex role
differentiation: every individual the
expected role he or she is to play in the
society according to their sexes.
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
22. School creates :
Emotional maturity
Adjustment
Building character
Expected behaviour (reformed)
Actor of the patriarchal (male controlled)
System
Gender construction
Attributes to masculinity and feminity
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
24. an organized group of people with a
particular purpose, such as a business or
government department.
Ex:
Edu. Organization : NCTE,SE,SCERT,NAAC
Cultural organization
Health organization : WHO, NIH(National
Institute of Health)
Clubs
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
27. Male & Female children are groomed
differently
Playing materials & dresses –differently
Activities assigned differently
Ornaments –Different
Parents love and affection(Boy & Girl)-
different
Home Maker & Financial provider role Also
different.
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
41. Gender inequality refers to
unequal treatment or
perceptions of individuals
wholly or partly due to their
gender.
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
43. (1) Space utilization and sports
(2) extracurricular activities
(3) Leadership of boys and girls
(4) Perceived academic aptitude
(5) Perceived desirable and undesirable
characteristics of boys and girls(proper
conduct)
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
45. The gender prejudices and biases have
certainly started through various school
practices and curriculum.
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
47. Women look after their wellbeing as well as
their family
Decision-making
Against domestic violence
Voice out against better sanitation, security
Appointments of female subordinates and
male principals
Girls encouraged to choose mathematics,
science and engineering
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
48. Overcome peer pressure
Gender segregation
Peer socialization
Used positively, can build self-
confidence, courage and
motivate others, respect
others, punctuality, join in
school activities
Used negatively, aggression,
Unsocial behaviour and bad
habits.
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
49. Do’s Don’ts
Second parent
Unbiased
Gender equality
Discuss gender bias in
textbooks
More attention to boys
More patient with boys
Praise girls for
neatness and accuracy
Less interaction with
girls
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
50. Official curriculum
State board, CBSE,
IGCSE
Gender biased
curriculum
Uneven
socialization of
boys and girls
Sex education
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
51. Men and women shown in
stereotypical roles and
professions
Brave and strong vs passive,
self-sacrificing and caring.
Overcome traditional roles,
subordination, peer pressure,
enemity, distractions,
inhibitions, oppression,
aggression, untouchability
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
52. Educational Setting-Gender Discrimination
Girls perform more work than boys inside the
school
Teachers-treat boys & girls differently.(pay
more attention –boys)
Girls work-Book keeping, Garden
Maintenance ,Classroom cleaning
Boys work- shifting , Lifting, etc..(more
physical labour & power).
Classroom Interaction-boy dominate
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
53. Gender equality
Eliminate gender biased attitudes
Create an understanding of gender
differences
Distribution(rotation) of work
Inculcate life skills
Develop employment skills
Treat each other with respect
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
54. Early gender identity –single bipolar
dimension of masculinity & feminity
Unidimensional (one dimensional) model –
challenged stereotypes –led to develop –two
dimensional gender identity model.
Two instruments: BSRI and PAQ
BSRI- Bem Sex Role Inventory
PAQ- Personality Attributes
Questionnaire
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
57. Androgynous(an-
drojenes)
Undifferentiated
Partly male and partly
female in appearance ;
of indeterminate sex.
Having the physical
characteristics of both
sexes
Cross sex typed
Male report themselves
as identifying primarily
with feminine traits.
Female report
themselves as
identifying primarily
with masculine traits
Either males or females
Who report themselves
as low on both
masculine and
feminine traits.
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
59. Student centered classes, group work,
students’ more talking time, critical and
analytical thinking, team spirit
• behavioral discriminations,
• achievement discrimination, and
• developmental discrimination.
REF: ARTICLE:3 SIGNS OF
GENDER DISCRIMINATION IN
THE CLASSROOM YOU NEED TO
KNOW
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
60. Classroom treatment of boys vs girls
• a religious or solemn ceremony
consisting of a series of actions
performed according to a prescribed
order.
• a series of actions or type of behaviour
regularly and invariably followed by
someone.
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
*Class start-&
end-Standing
up-girls
*BB cleaning-
Girl
*Classroom
cleaning-Girls
*Rules-Girls
*permissions-
boys
61. Adhere a routine
Timings
Period
Prayer
Books
Bag
Notebooks
Uniform
Shoes
Responsibilities
Socks
Hairstyle
Lunchbox
Water bottle
Class work
Homework
Group activities
Physical exercises
Discipline
Obedience
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
65. To train someone physically, intellectually,
emotionally and socially
When combined with love and respect, it helps
children to develop self-esteem and responsibility
Parents, teachers, caregivers and others train
children when they talk, teach, hold and spend
time with them
Mrs.M.AMALA JANSI,Asst.Prof.of
CS ,LCE,chennai-34
66. Use positive verbs rather than negative verbs
Punishment not make the child feel guilty
Focus on the behaviour and not on the child
Don’t compare kids
Talk to them about their aggressiveness.
Mrs.M.AMALA JANSI,Asst.Prof.of
CS ,LCE,chennai-34
68. Personality traits
Domestic behaviours
Occupations
Physical appearances
Stereotype is a
fixed, general
image of a
person or thing
shared by
many people.
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
70. Most Common Gender Stereotypes
There are four basic examples of gender stereotypes:
1.Personality Traits: Women are supposed to be
shy, passive and submissive. Women are
organized and clean. Men are expected to be
tough, aggressive, dominant and self-confident.
Men are lazy and messy.
2.Domestic Behaviors: Women are supposed to
cook and do housework. Women are better at
raising children. Stay-at-home mothers are better
than working mothers. On the other hand: Men
are better at household repairs. Men cannot cook,
sew or care for their children. Men always tell
their wives what to do.
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
71. 3.Occupations: Women are supposed to have “clean” jobs
such as teachers, nurses, secretaries and librarians.
Women are not good at math. Women are supposed to
make less money than men. Women are not politicians.
Women cannot be presidential candidates. On the other
hand: Men are supposed to have “dirty jobs” like
mechanics, construction workers, plumbers and
engineering. Men are all good at math. Men are better
doctors. Men are supposed to be in charge at work and
should make more money than women. Men are better
politicians.
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34
72. 4.Physical Appearance: Generally speaking, women
are expected to be short and slender, small and delicate
while men are supposed to be tall with broad shoulders.
However, physical appearance gender stereotyping
varies from culture to culture. In cultures where men are
small in size, masculinity is determined by acting macho.
Acting macho for men would mean getting involved in
fights, drinking alcohol, smoking unfiltered cigarettes and
getting into fights. Female gender stereotype occurs for
women who act “macho” in some cultures. Women who
smoke, drink, and swear often are considered
“masculine”.
Mrs.M.AMALA JANSI,Asst.prof.of
CS ,LCE,Chennai-34