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Gender Disparity in the Upper Elementary Classroom: Does Equity Exist?

Gender Disparity in the Upper Elementary Classroom: Does Equity Exist?. By: Sherri Durant SCE 5305 Fall, 2004. Gender Disparity or Equity?. Approximately 50% of students have the sociological gender of female. Is gender bias in the upper elementary classroom subtle or overt?

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Gender Disparity in the Upper Elementary Classroom: Does Equity Exist?

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  1. Gender Disparity in the Upper Elementary Classroom: Does Equity Exist? By: Sherri Durant SCE 5305 Fall, 2004

  2. Gender Disparity or Equity? • Approximately 50% of students have the sociological gender of female. • Is gender bias in the upper elementary classroom subtle or overt? • “Upper elementary” encompasses grades 4-6 and ages 9-12. • Gender equity cannot be legislated.

  3. Three Key Aspects of Gender Disparity • Interactions with and perceptions of: • Teachers • Students • Society

  4. Teachers: Interactions and Perceptions • The science teacher is a significant adult in the lives of students. • The teacher’s language and behaviors influence the development of children. • Through subtle and overt actions, the teacher establishes an environment for student performance. • Praise and feedback directly impact students.

  5. How Do Praise and Feedback Lead to Gender Disparity? • Boys tend to control classroom situations. • Girls tend to be less willing to draw attention to themselves. • Hidden curriculum often supports the silence of girls. • Science-related experiences are not the same for girls and boys.

  6. Students:Interactions and Perceptions • Boys have more interest in science. • Girls view science as difficult to understand. • In the science class, girls assume traditional roles. • Girls prefer the sciences that are viewed as helpful to society.

  7. Society:Interactions and Perceptions • Gender disparity is perpetuated by stereotyping and cultural beliefs. • Textbooks do not reflect the female’s experiences, achievements, and concerns. • Parental expectations differ for girls in the sciences. • Technology presents another gap for girls to cross.

  8. What happens now? • Are girls sitting passively in the classroom? • What about the status quo? • More action research is needed. • Next semester, Jacie McDonald and I will investigate the interactions on our campus. Is there disparity or equity?

  9. References • Buck, G.A. (2000). Teaching discourses: Science teachers’ responses to the voices of adolescent girls. Learning Environments Research, 5, 29-50. • Burnett, P.C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22(1), 5-16. • Evans, K.S. (1998). Combating gender disparity in education: Guidelines for early childhood educators. Early Childhood Education Journal, 26(2), 83-87. • Jones, M.G., Howe, A., and Rua, M.J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180-192. • Rennie, L.J. (1998). Gender equity: Toward clarification and a research direction for science teacher education. Journal of Research in Science Teaching, 35(8), 951-961. • Sadker, D. (1999, April). Gender equity: Still knocking at the classroom door. Educational Leadership, 22-26. • Women’s Educational Equity Act, Subpart 21, Section 5611.b.3.B-C. (2001). Retrieved 10/16/2004 from http://www.ed.gov/print/policy/elsec/lec/esea02/pg86.html.

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