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Avoiding Gender Bias in the Classroom

Introduction. The purpose of this presentation is to make future teachers aware of gender bias in the classroom. Hopefully if awareness is raised about this issue teachers will realize that gender bias does happen and there are things that can be done to eliminate it from the classroom. Gender bias happens all the time and teachers are usually not aware that it is happening in their classroom. .

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Avoiding Gender Bias in the Classroom

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    1. Avoiding Gender Bias in the Classroom By: Alison Bennett November 2nd, 2007

    2. Introduction The purpose of this presentation is to make future teachers aware of gender bias in the classroom. Hopefully if awareness is raised about this issue teachers will realize that gender bias does happen and there are things that can be done to eliminate it from the classroom. Gender bias happens all the time and teachers are usually not aware that it is happening in their classroom.

    3. Overview This presentation will. Examine the negative effects gender bias can have on the learning process Show how gender bias is happening in the classroom and in schools Ways it can be avoided

    4. Something to Think About One of the most dangerous problems within this issue is that many times the teacher does not recognize that he or she is discriminating. This can have many damaging consequences, because it is almost impossible to solve a problem that it hard to recognize in the first place.

    5. Damage can be done Because classrooms are microorganisms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that often lead to distorted perceptions of gender roles that are reflected in the classroom. (Chapman 2007)

    6. How it is happening in the classroom There is some evidence that girls are becoming more academically successful than boys, however examination of the classroom shows that girls and boys continue to be socialized in ways that work against gender equity. (Sadker, 1999)

    7. How it is happening cont According to research done by Myra and David Sadker, it was found that boys were far more likely to receive praise or remediation from a teacher then were girls, but the girls were most likely to receive an acknowledgement response from their teacher.

    8. Ways it is happening The Sadkers also noted that teachers give boys greater opportunity to expand ideas and be animated than they do girls and that they reinforce boys more for general responses then they do for girls. These findings were confirmed by a 1990 study by Good and Brophy.

    9. Studies also confirm that Teachers call on male students more frequently Praise male students more often Respond to male students with greater depth

    10. This may happen with boys because One common perception is that male students are more energetic and more easily distracted than female students (Landau, pg141). Teachers call on male students first because they feel that the male students will not wait patiently, therefore they will become disruptive. Boys are often first to raise there hands to be called on.

    11. Also When boys come upon a challenge, they are often encouraged to work it out for themselves, whereas if a girl encounters a similar problem, the teacher will often simply tell her how to work it out rather than having to figure it out for herself. (Feldman, 2003)

    12. On the other hand Female students are thought to be more passive, therefore they will wait patiently to be called on and are more willing to wait for recognition.

    13. However Girls in grades six and seven rate being popular and well-liked as more important than being perceived as competent or independent. Boys on the other hand are more likely to rank independent and competence as more important. (Chapman, 2007) This might cause teachers to have males give more in-depth answers

    14. Socialization in the School Special services in education appear to be applied more liberally to boys than to girls. Research shows that boys are referred for testing for gifted programs twice as often as girls. Orenstein, 1994

    15. Socialization continued Assertive behavior from girls is often seen as disruptive and viewed negatively by adults, which reinforces the notion that girls misbehavior is looked upon as a character defect, where as boys misbehavior is viewed as a desire to assert themselves. Diane Reay, 2001

    16. Socialization cont.. This might cause school personnel to mislabel behavior problems or overlook a learning disability.

    17. Things that can be done to prevent gender bias in the classroom Try to put girls and boys in non-traditional situations Make the classroom atmosphere one where both girls and boys are encouraged Actively integrate groups by not allowing self segregation KNEA, 2007

    18. More ways to avoid it Make sure your expectations are the same for all of your students. Allow a wait time before calling on a student. Implement a system for calling on students, such as using index cards or sticks bearing students names so that teachers can randomly choose the cards or sticks. KNEA, 2007

    19. Ways to avoid bias cont Do not jump to conclusions about why a child is behaving a certain way in the classroom (do not assume that a behavior is happening because of the childs gender). Investigate why unwanted behaviors are happening

    20. Something can be done.. If greater awareness is raised on the subject of gender bias in education, hopefully the less of a problem it will become.

    21. We must always remember The purpose of education is to empower children with the tools necessary to achieve success in an ever-changing world.

    22. Resources I found a wide variety of information on the internet in regards to this topic. The one thing that I kept coming across was research done by Myra and David Sadker. They have conducted many studies and written many books about this issue. They are huge advocates on gender equality in education. I encourage you to check out their books and articles. It was very interesting and helpful to me with this research project.

    23. REFERENCES Print Resources Pollack, M., & Sadker, D. (2005) Teachers, Schools, and Society, 7th Edition This book has some great facts and studies about schools and their relationship to society. Very interesting information in this book.

    24. Print Resources Landau, Barbara McEwan. (2004). The Art of Classroom Management: Building Equitable Communities. 2nd Edition. New Jersey: Pearson Education, Inc.

    25. Web sources Fresh Writing is the University of Notre Dames Writing Program's journal of outstanding essays from First-Year Composition at Notre Dame and the winners of the McPartlin Award for outstanding first-year writing in any course. http://www.nd.edu- If you go to this website, which is the University of Notre Dames website and search, Fresh Writing you can find this article.

    26. Resources Sadker, D. (1999). Gender Equity: Still Knocking at the Classroom Door. Educational Leadership, 56,7; Research Library Core pg. 22 I found this article using the Proquest search engine.

    27. Web Resources Chapman, A. (2007). Gender Bias in Education. Retrived October 16, 2007, from EdChange Multicultural Pavilion Web Site http://edchange.org/multicultural/papers/genderbias.html EdChange is a team of passionate, experienced, established, educators dedicated to equity, diversity, multiculturalism, and social justice. With this shared vision, we have joined to collaborate in order to develop resources, workshops, and projects that contribute to progressive change in ourselves, our schools, and our society.

    28. Web Resources About KNEA The Kansas National Education Association's mission is to empower its members to promote quality public schools, strengthen the teaching profession, and improve the well-being of members. http://www.ks.nea.org- You can also access this website by using Google and typing in KNEA. It will take you directly to the website.

    29. Web sources Fresh Writing is the University of Notre Dames Writing Program's journal of outstanding essays from First-Year Composition at Notre Dame and the winners of the McPartlin Award for outstanding first-year writing in any course. http://www.nd.edu- If you go to this website, which is the University of Notre Dames website and search, Fresh Writing you can find this article. The articles in this journal are wonderful.

    30. Web Resources Dickman, C. B.(1993). Gender Differences and Instructional Discrimination in the Classroom. Journal of Invitational Theory and Practice, Vol 2, No.1. Retrieved October 3, 2007, from the International Alliance for Invitational Education database. The International Alliance for Invitational Education is chartered by the State of North Carolina as a not-for-profit organization and designated by the IRS as a 501(3)(c) charitable organization. Members consist of an international network of professional helpers who seek to apply the concepts of Invitational Education to their personal and professional lives. A democratic society is ethically committed to seeing all people as able, valuable, and responsible, to valuing cooperation and collaboration, to viewing process as product in the making, and to developing untapped possibilities in all worthwhile areas of human endeavor. http://www.invitationaleducation.net

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