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Avoiding Gender Bias in the Classroom

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The purpose of this presentation is to make future teachers aware of gender bias ... Pollack, M., & Sadker, D. (2005) Teachers, Schools, and Society, 7th Edition ... – PowerPoint PPT presentation

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Title: Avoiding Gender Bias in the Classroom


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
REFERENCESPrint 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/genderbia
    s.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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