Gender Bias in the Classroom Essay -- essays papers

Gender diagonal in the Classroom RESEARCH IN CHILD DEVELOPMENT AND THEORIES OF tuitionGender 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. Pargonnts and teachers consciously or unconsciously repay sex stereotypes. In 1992 Olivares and Rosenthals research findings examined three areas1-interactions in the classroom that are both teacher-to-student and student-to-student2-instruction features involving relation between classroom activities and the sexual activity of the students assigned to perform the activities3-the perceptions of gender roles through teachers modeling of sex stereotypes in the classroom. thither 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 i nstructional materials are sex-bias uninvolved and children may interact according to strongly stereotyped gender blueprints.There are teachers who promote gender equity and believe all students should ask in the same opportunities to classroom resources and participation an activities. A number of teachers believe the wee of gender equity is best served through a approach of extending passable opportunities to all students and being sensitive to the special pack 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 determine 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 gen der perceptions among learners. In 1995 David and Jacqueline Sadker found that females were being shortchanged in classrooms. Girls accredited less praise, help, and intense instruction that creates academic confidence and success. Boys attracted more circumspection by calling out and acting up, demanding more teacher clipping and talent. The well-behaved girls became spectators as... .... http//www.ed.gov/databases/ERIC_Digests/ed328610.html(9/18/00).Dickman, C. B. (1993). Gender differences and instructional discrimination in the classroom. daybook 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 wrangle 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). backing girls in early adolescence. ERIC Clearinghouse on Elementary Childhood study 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 bland knocking at the classroom door. Educational Leadership 56 no7 22-6 Ap99.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)