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Gender Bias in the Classroom

Gender Bias in the Classroom GENDER INEQUITY IN THE CLASSROOM RESEARCH IN CHILD DEVELOPMENT AND THEORIES OF LEARNING Gender inequity is not only learned and accepted in the socialization process that starts at home, but is also present in the school environment form the very early years. Parents and teachers consciously or unconsciously reinforce sex stereotypes. In 1992 Olivares and Rosenthal's research findings examined three areas: 1-interactions in the classroom that are both teacher-to-student and student-to-student 2-instruction features involving relation between classroom activities and the gender of the students assigned to perform the activities 3-the perceptions of gender roles through teachers modeling of sex stereotypes in the classroom. There are fundamental elements of the school environment develop and reinforce inequity: teachers may be unaware of their gender bias; there is a lack of school textbooks and other instructional materials are sex-bias free; and children may interact according to strongly stereotyped gender blueprints. There are teachers who promote gender equity and believe all students should receive the same opportunities to classroom resources and participation an activities. A number of teachers believe the cause of gender equity is best served through a approach of extending equal opportunities to all students and being sensitive to the special need of the groups perceived to be "at risk." Commeyras et al. (1997) stated that teachers generally agreed the there is a need for implementing gender-fair strategies, yet feel uncomfortable actively addressing gender issues in their classrooms. They are often unsure how much authority they should exert in determining the content and direction of students' talk during classroom discussions. Singh (1997) states educators need to decide upon a philosophical position to follow. Teachers need to be aware of their role in shaping gender perceptions among learners. In 1995 David and Jacqueline Sadker found that females were being shortchanged in classrooms. Girls received less praise, help, and intense instruction that creates academic confidence and success. Boys attracted more attention by calling out and acting up, demanding more teacher time and talent. The well-behaved girls became spectators as boys soared past them in the standardized tests the girls once excelled at. Researchers also found that boys asked more questions, were given a more detailed and constructive criticism of their work. They were also treated more tolerantly than girls during out bursts of temper. The Sadkers asked the question, would females benefit from attending all-girl schools? Here the girls would be surrounded by high achieving female displays and role models. Single-sex schools take pride in strong women role models such as coaches, math and science teachers and most importantly as heads of schools. In coed schools, men monopolize status positions in athletics and positions of power. In 1995 men held two out of three elementary principalship positions, 90% of high school principal positions, and an even higher percentage of superintendencies. Is a single-sex school a place to promote female self-esteem and self-concept which declines among girls as they enter adolescence? The Sadkers caution against the creation of single-sex educational opportunities. They cited that history has shown that when students are separated by race or gender, the lower valued group ends up with fewer resources and a weaker education. How can we meet the needs of all students and promote positive self images for all? Sadkers stress the need to strengthen the coed education model. Several projects have been funded by the National Science Foundation to develop and generate new thought processes in teaching children and reeducating teachers. The Teacher Education Equity Project (1993-1996) trained professors of mathematics, science and technology education how to teach gender equity to their preservice methods students. The NSF has also provided funds for the Georgia Institute of Technology for materials and classes to teach gender equity. The Teacher Education Mentor Project (1996-1999) was designed to make gender equity more systemically taught in math, sciences and technology programs. I attended a year long METS class at this college as a teaming of my school district and the college, sponsored by the NSF. After doing this research, I am disappointed that we did not receive any of this training. It is so critical to be trained in how to interest girls in the math, science and technology fields. It is disappointing to find that women are under-representated in the sciences as students, career professionals, and in businesses. In 1990 Pearl et al found that even though women comprised 45% of our country's work force, only 16% of scientists, 10% of mathematicians,10% of computer scientists, and 4% of engineers were female. The figures have not changed dramatically. In 1999 David Sadker reviewed the status of gender equity. He found the math and science gender gap is getting smaller. The female enrollment has increased in these majors, however the majority of females still major in English, languages, music, drama, and dance. Males populate the computer science, physics, and engineering programs. Although almost half of medical and law students are female, they are concentrated in a few "female friendly" (and lower paying) specialities. In the 1970's the majority of computer programers were women. This majority has changed. Today girls are more likely to enroll in word processing and clerical courses, whereas boys are more likely to enroll in advanced computer science and computer design classes. In the Internet men are more likely to hold the prestigious and powerful technological positions. Chaika stated boys see computers as toys with boundless opportunities. Boys learn that computer are fun toys as they play one violent game after another. Chaika feels this supports the theory that the male fascination with technology is linked to their obsession with warfare. She feels girls are more likely to conceptualize computers as a tool, as a medium to accomplish a task. There are very few non-educational games on the market for girls to play. Perhaps this would be a field to pursue. What are educators to do? Educators, teachers, and administrators need to ensure that instructional strategies and curricular innovations benefit all the children. Rothenburg (1995) recommended support strategies for teachers as well as parents. We should be aware that girls receive conflicting messages about their worth and place in our culture from schools, television, and the movies. We can counter these messages by engaging in critical discussions of these ideas and by reading a viewing age-appropriate stories and biographies with strong female characters. Parents can take daughters into the workplace in their field of work and explain how the work contributes to the good of the community. Rothenburg suggests administrators develop, support, and enforce policies against gender-related harassment towards girls by students and teachers. They can take the lead in being sure that teachers and school programs offer equal opportunities to boys and girls in classrooms and extracurricular activities. A part of a school improvement effort would be to acknowledge the need to include a focus on the improvement of self-concept and achievement of girls. This improvement effort could guide girls as they grow older. Girls observations of women's roles in society contribute to their changing opinions about what is expected of women. If girls observe that women hold positions of less status then men in society, it may lead girls to infer that their role is less important than that of boys or that they are inferior to boys. Rothenberg (1995) found that a general loss of self-esteem in preadolescent girls added to a decline in academic achievement. To eliminate the decline of academic achievement teachers need to encourage girls to enroll and participate in all academic courses, especially science and math, and see that their contributions are valued in the classroom. Dickman (1993) provided some strategies faculty could use to encourage women to participate more in the classroom and to enhance their confidence in themselves and their abilities: *increase "wait time"; call on a student only when hands are raised from both genders *eliminate sexist language and avoid using the generic "he" *intervene in communication patterns among students that may shut out women ( e.g. male students interrupting female students in class discussions. As a female growing up in the 60's I am interested in changes in society and education concerning gender issues. This paper started a thought process that is visible in my teaching methods. I am now spending more time with all my students in the maths and sciences. I want to encourage all students to enter professional fields. I have begun to ask them what do they want to be when they grow up. Talking to other teachers, I am finding that not many teachers are asking this question. I have come to the conclusion that all children need to be challenged. They also need to be considerate and value each others abilities. REFERENCES Childs,R.(12/90).Genderbias and fairness. ERIC Clearinghouse on Tests Measurement and Evaluation Washington DC., American Institutes for Research Washington DC. [http://www.ed.gov/databases/ERIC_Digests/ed328610.html](9/18/00). Dickman, C. B. (1993). Gender differences and instructional discrimination in the classroom. Journal of Invitational Theory and Practice, 1993. Vol. 2, No.1. lycos.com.[http//www.uncg.edu/ced/iais/journal/v21p35.htm] (9/18/00). Manjari, S. (1998). Gender issues in the language arts classroom. ERIC Clearinghouse on Reading English and Communication Bloomington IN. [http://www.edgov/databases/ERIC_Digests/ed426409.html] (9/18/00). Rothenberg, D. (9/95). Supporting girls in early adolescence. ERIC Clearinghouse on Elementary Childhood Education Urbana IL. [http://www.edgav/databases/ERIC_Digest/ed386331.html] (9/18/00). Sadker, D. & J. (11/1/95). Equity update. lycos.com. [http://www.lycos.comsrch/more.html] (9/18/00) Sadker, D. (5/6/99). Gender equity: Still knocking at the classroom door. Educational Leadership 56 no7 22-6 Ap�99.[http://vweb.hwwilsonweb.com/cgibin...GT.&SP.URL.P=(H9Z7)J(0O00041 061)& (10/10/00) Sanders, J. (5/97). Teacher education and gender equity. ERIC Clearinghouse on Teaching and Teacher Education Washington DC.[http://www.ed.gov/databases/ERIC_Digests/ed408227.html] (9/18/00) Bibliography:

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