...To further address the issues of why female students underperform in mathematics, Shapiro and Williams (2012) offer several stereotype interventions. One of the interventions is a self-affirmation, which is a process of creating positive thoughts about one’s importance or value that is different than the negative threatening situation. Concentrating on a positive thought of value, unrelated to mathematical tasks, elevates the stress of stereotype threat. Another intervention proposed in the article is intended in reducing the differences between the two opposing sides. As an example, women can examine how they are similar with men, instead of concentrating on differences, prior to the test. This strategy has shown to improve women’s achievements significantly (Shapiro and Williams,...
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...Gender Roles in Teaching Liberal Studies 3000 Section 2 November 30, 2011 Abstract: This research paper covers the history of teachers in the classroom based on the factor of gender. The paper then discusses the effect that gender roles have on students, teachers and classrooms. Gender Roles in Teaching Try to think back to childhood, and ask the question how many male teachers did I have? The response to this is predominately low according to the National Education Association, who state that males only make up twenty-five percent of teachers today. It’s important for children to have teachers who are positive role models. Children benefit from having access to both male and female mentors throughout their early childhood education and school years. (Martin 2005). Currently, men make up only twenty-five percent of the elementary teaching workforce and the number of men teaching in early childhood services is even smaller. The NEA also states that at the secondary level, forty-five percent of teachers are male. It is apparent that these sectors of education need more male teachers to address this imbalance and give children the opportunity to learn from quality teachers of both genders. Children at all levels – early childhood, elementary and secondary, need positive role models so that they can become successful adults. Some of the factors that disinterest males from entering the teaching profession are: stereotyping...
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...film is based on an inspiring true story that encourages teachers to be passionate about their work. Many individuals do not understand the complex work teachers contribute to society or the challenges that teachers must face throughout their career. “Freedom Writers” and all that I have acquired this semester has exposed me to the realities of teaching and challenged me to consider whether teaching was right for me. Teachers, Schools, and Society introduced me to the realities of teaching that most people don’t realize until they experience it themselves. Many concepts covered in the readings correlated with the educational concepts and theme in the film. One major educational concept mentioned in both the text and the film is different ways of learning. “Freedom Writers” demonstrates the different ways of learning from the beginning of the movie. Mrs. Gruwell is assigned to a classroom of “at-risk” students. Many of the students are failing, have no desire to perform well in school, and have no respect for their teacher or their peers. Instead of simply giving up on these students, Mrs. Gruwell sacrifices her lifestyle, challenges the board of education, and shows these students that she truly wants them to succeed. As mentioned in the film, a teacher must care about their students to effectively teach them. Individuals have different ways of learning, perceiving information, and retaining classroom material. A teacher must be patient for some students learn and respond more...
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...Erica Lloyd Gender Role Analysis Gender roles and stereotypes are often intertwined. Stereotypes can be positive or negative, and are speculations about the roles of each gender. The stereotypical female role is to marry, have children, and take care of the household duties. Stereotype of the male role is to be the family provider financially. Children learn these from adults as stereotypes and gender roles are passed from one generation to another. This paper will analyze gender roles shaped by education, norms of the government, its laws and its policies, and in the workplace. Gender Shaped by Education Gender roles and stereotypes are often reinforced in the classroom setting. Children learn these gender biases from their teachers and the materials used for learning. Some teachers have an unconscious bias toward a gender and make assumptions based on the gender's behavior and actions. Girls are expected to be polite and studious while boys are rational, unruly, and boisterous. Bias may also be social as well. Teachers may socially categorize children by race, class, and religion. For example, they may perceive African American girls to be more outspoken and louder than Caucasian girls. Teacher typically targeted boys of the Caucasian race as they asked and answered most questions (Scantlebury, 2009). Teachers may ask them more complicated questions than the girls. If they are unable to answer the question, the teacher may reword the questions or ask it in a simpler form...
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...within the classroom that made you uncomfortable or aware of your own biases, stereotypes, and/or incongruent expectations? o No, there was not any experience or observation within the classroom that made me uncomfortable or aware of my own biases, stereotypes, and/or incongruent expectations. The observations and experiences that I have faced has been ones that I have experienced before. • Were any of your perceptions about the students and/or cooperative teacher incorrect? If so, what differ and how do you think you came to that misconception? o No, the students and the cooperative teacher are just what I expected. The students are willing to learn and does not cause difficulty within the classroom....
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...different depends on what stereotype one chooses to believe. Although it has been argued that some stereotypes are positive, they are never beneficial. Society creates gender stereotypes and perpetuates them through societal institutions. In this paper the roles of gender will be analyzed regarding education, public policy, and the workplace. How education shapes gender, the gender norms in government, the law, policies, and the role of gender in the workplace will be discussed. Education In many cases the classroom reinforces gender stereotypes perpetuated by society. This can be found in the materials used for instruction, communication between the teacher and his or her pupils and classroom interaction between the genders and with the instructor. Institutions generally have geared textbooks toward males with discussions of famous battles, politicians, and entrepreneurs with very little emphasis on female contributions in society. According to Sapiro, before the 1970s information provided to students “focused on and valued men more than women, indicated to boys and not girls that they should consider doing great things with their lives” (Sapiro, p. 155). Communication and interaction within the classroom also reinforce the stereotypical submissive female and aggressive male roles. Boys are more vocal than their female counterparts in class and instructors give them more potential interaction by recognizing them more. According to Sadker, “teachers call on and interact with...
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...There are more than 1,000 single sex classes in the United States. Single Sex classrooms are a bad thing because they cause boys and girls to not to be able to work as good together. Not being able to work together makes a lot of people not get jobs and have to worry about financial needs. Although I understand that single sex classes can provide the right learning environment, I still believe single sex classes are not good because they cause poor social skills with the opposite sex. Same sex classrooms are not beneficial, therefore American schools should not create same sex classrooms because they promote poor social skills, cause gender stereotypes, and high tutions. Having same sex classes protes poor social skills with the opposite...
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...committed leadership and community involvement. Like leadership, environment also plays a significant role in narrowing the achievement gap. From 2001 – 2007 the Century Foundation tracked two sets of low-income students in Montgomery County Maryland: one group was assigned to higher-income schools and the other was not. Although the lower income students received more funding, the students assigned to the higher-income students were able to cut the achievement gap by almost a third in reading and half in math. The researcher of the study, Heather Schwartz, cited environmental reasons such as a stable set of teachers, less disruptions in the classroom, and more engaged students as reasons for the breakthrough. Although there are many extrinsic factors that are beyond the role of the teachers, they play an integral role in the achievement gap. Stereotypes held by teachers can contribute to the success or failure of students. Psychologists Claude Steele, PhD, Joshua Aronson, PhD, and Steven Spencer, PhD, studied the role of stereotyping in testing. They found that even passing...
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...underachievement and truancy of those from working class backgrounds. Ramsay argues that knowledge is used as a form of social control and that there is a hidden curriculum behind the subjects of Maths and English to keep the working class in their place. Ramsay argues that truancy is a protest against this pressure. - Teacher Labelling Interactionists study the interactions between teacher & student and student & student. Their explanations are based on a “labelling theory”. Teachers judge students not by their ability or intelligence, but by characteristics such as class. Keddie – “Classroom Knowledge” Keddie studied classroom interactions in a large, socially mixed comprehensive school in London. She had found that teachers categorised and evaluated classroom knowledge. The knowledge that teachers gave pupils was based on their assessment of the pupil’s ability to cope with the knowledge. Pupils that were categorized as “bright” were given greater access to knowledge in contrast to those less able. Those who were labelled as bright were those who submitted to teacher’s authority, without challenge. These students were typically middle class. Keddie found that teachers categorised pupils based on their social backgrounds; WC pupils typically put on C streams, whilst MC pupils were typically placed on “A” Streams....
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...Gender Stereotyping in Children Alisha Gordon English 111 Tracey Johnson May 3, 2012 Gender Stereotyping in Children Outline Delaying exposure to gender stereotyping in young children helps avoid disapproving gender views that limit children’s behavior and learning abilities, which plays a vital role in their social and cognitive development. I. Beliefs and Behaviors II. Influences a. Biological b. Environment 1. Family 2. Teachers 3. Peers III. Identity a. Emergence of gender identity IV. Gender Schema V. Conclusion After researching and learning about this topic, children who hold a flexible gender view of what boys and girls can do tend to see the world in a less gender biased fashion and increases their social and cognitive development, which helps prepare them for entering society. Gender Stereotyping in Children Parents play the role of nurturing their children and preparing them for society, and somewhere in between they unintentionally introduce their children to gender stereotyping (beliefs and behaviors acceptable for girls and boys). As children grow they start to learn gender typing on their own through biological and environmental influences. Then through observation children develop their own identity towards male or female, and they start to organize their experiences through gender schemas. This is how children interpret what’s happening in their world. Piaget’s cognitive...
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...Stereotyping, prejudice, and discrimination: The effect of group based expectations on moral functioning Jennifer Steele, Y. Susan Choi, and Nalini Ambady Harvard University In press in T.A. Thorkildsen, J. Manning, & H.J. Walberg (Eds.), Children and Youth Series: Nurturing Morality. New York: Kluwer Academic. Stereotyping, prejudice, and discrimination: The effect of group based expectations on moral functioning As citizens of the United States, we are extremely fortunate to live in a democracy, and more specifically, a society that upholds egalitarian and meritocratic ideals. As a nation, we have fought wars and faced internal struggles in order to establish this system and champion these values. Within the last two centuries we have abolished slavery, given women the right to vote, and desegregated schools. In more recent years the movement towards equal opportunity has been advanced even further; public and private schools have increased financial support for economically disadvantaged scholars, and affirmative action programs have been developed as yet another means of combating inequities. It would seem that as a society, we are moving towards our moral ideal of equality for one and all. And yet, disparities remain. Race continues to be inextricably linked to socio-economic status and education level, with certain racial and ethnic groups, such as Caucasian- and Asian-Americans reaping more societal advantages on average than others, including...
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...Chapter #10: Developing a Collaborative Classroom How does school serve as a socializer to societal norms? What norms are being mostly socialized or imparted to the new generation? What norms do you see as ones that promote healthy social attitudes? Which norms promote unconstructive attitudes? How can the unhealthy norms be changed by schools? School serves as a socializer of societal norms through the roles displayed by teachers, administrators, and other adults as socialization agents. This process socializes mainstream American values. One of the most prevalent norms being socialized or imparted to the new generation is gender role stereotypes and sexuality. Gender role stereotyping is most often “the belief that boys and men are (and should...
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...Teaching Strategies SOC 312 March 4, 2015 Today, classrooms are filled with children of many different cultural backgrounds. Therefore, it is important that educators have proper knowledge of dealing with children of diversity. Teachers need to establish strategies to academically meet the needs of their diverse students. In this paper, I will discuss three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. I will also discuss these cultural challenges in the classroom using one sociological perspective and another perspective. One issue is lack of knowledge of students’ cultural backgrounds. “Gaining general knowledge about a cultural or ethnic group can give teachers a sense of views about behavior, rules or decorum and etiquette, communication and learning styles.” (New York University Steinhardt School, 2008). Teachers should show interest in learning about their students. This can be done on their own time by paying visits to the home to communicate with parents to learn information or in the classroom by doing class projects that relates to the student’s culture. Another issue is stereotyping. Educators need to know their place. Students should not be judged because of their race, culture, ethnicity, etc. Minorities should not be looked at any different because of cultural characteristics. “To engage students effectively in the learning process, teachers must know their students and their academic abilities...
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...“Thanks again for helping out with my homework!”, you wave goodbye to your best friend. Some of your other friends wonder why the two of you always hang out considering the fact that you’re opposite genders, but really, how different boys and girls can they be? Many people wonder if girls and boys can be friends, or if boys and girls learn better in separate classrooms? Numerous of schools are now debating whether to have mixed gender classes or single-sex classes. (ink.niche) Schools should have all classes be coed classes because it helps students focus, allows students to open up, and helps their future. Having coed classes helps students learn. From the article “Boys and Girls Together” (responsiveclassroom.org), Anna Foot, a consulting teacher says students like being paired up with the opposite gender for assignments because it allows them to focus more. Since some of the students don’t usually talk to the other gender, then there’s nothing to talk about which creates less distractions leading to better concentration. In addition to that, if all students are required to work with the other gender, then there would be less rumors of boy-girl action because everyone will be working with the other gender. From the article “Debate: Do Students Learn Better in Single-Sex Schools?” (www.nea.org) , Andre Boyd, a middle school...
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...Stand and Deliver centers on a math teacher at a tough high school who persuades his class of students that education is an asset. East Los Angeles Garfield High is the setting for this inspirational true story about a teacher who refuses to discard his inner city students as losers. It is an exhilarating story of hope, trepidation, trust and above all else desire. There are many organizational development theories that stand out in this movie. They are individual differences, personality, attitudes, abilities, and emotions next are perception and attributions lastly, managing change within learning environment. Furthermore, when applying our learning in Organizational Development to a real-life situation, Individual differences personality, attitudes, abilities, emotions. From the outset Mr. Escalante (the math teacher) is faced with a challenging predicament. Arriving for his first day of school, he is confronted with a set of rebellious student’s intent on making his life hell. The negative attitude of these students towards learning was clearly evident, as was their low self-esteem. Self-esteem is a belief about one’s own self-worth based on an overall self-evaluation. “If they try and don’t succeed, you will shatter what little confidence they did have” (Menendez, 1988). Through a history of meager facilitators the students believe that their opinions and contributions are not taken seriously, and to exert influence on the class and teachers they must incite physical violence...
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