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Gender and education

Gender and education. The hidden curriculum: the implicit or subtle rules that children/adults learn about gender in the school system. 3 aspects of the hidden curriculum: structure of the organization content of the curriculum classroom climate. Structure of schools/universities.

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Gender and education

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  1. Gender and education The hidden curriculum: the implicit or subtle rules that children/adults learn about gender in the school system. 3 aspects of the hidden curriculum: structure of the organization content of the curriculum classroom climate

  2. Structure of schools/universities • Elementary school • High school • Universities • St. FX

  3. Percent of female faculty CAUT, 2004

  4. Faculty by rank and gender 2001

  5. St FX 2013

  6. Philosophy 0/8 Male • Physics 1/7 Male • Poli Sc. 1/8 Male • Psychology 11/17 Female • Sociology 7/14 Male

  7. Classroom Climate • Delamount (1990) • Gender differences in teacher attention (Brophy, 1999; Duffy, Warren, & Walsh, 2002; Jones (1989); Serbin et al. (1994). • Discipline • Instruction • Praise (Good & Brophy (1987)

  8. Why are boys and girls treated differently? • Characteristics of boys and girls • Stereotypes concerning boys and girls.

  9. Chilly Classroom Climate • How is such a climate manifested? • Language • deprecating: examples? • priority ordering of male and female in common phrases. • Use of feminine terms as insults • trivializing or infantilizing women • women likened to animals or food • verbs and adjectives used to describe men and women confer different meanings. Examples?

  10. Climate continued • Language: • use of gender exclusive terms. • Hall & Sandler (1982) • faculty treating men and women differently • women feeling ignored and devalued • professors calling on men more often in class • sexist jokes

  11. Chilly climate continued: • Crawford & MacLeod (1990) • Krupnick (1985) • Sexual harassment • Leaky Pipeline

  12. Academic self confidence • Attributions for success and failure? • Ability • effort • luck • easiness of the task • Which attributions instill most confidence for future success?

  13. Academic self confidence • Are there gender differences in the attributions men and women make? • Hyde (1990); Campbell & Henry (1999) • Self-derogating and self-enhancing patterns.

  14. Qualifications • When task is described as a female skill gender difference in attributions disappears • Private vs. public situations • Clear feedback (Sleepr & Nigro, 1987) • Kimball & Gray (1982) • Gender gap narrowing? (Jacobs, Lanza et al. (2002); Ayalon (2003).

  15. Possible changes in the school environment?

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