Deeply Rooted Gender Biases at the Secondary Level

The Middle, is a sitcom about the Heck family. The show focuses on a family of five and their tight finances, overscheduling, communication issues, and balancing work, and family time. The episode’s setting was spring break. After making some extra money, Mike surprises his family with a spring break vacation at Mammoth Cave. His wife, Frankie gets another family to join the. While Mike visits all of the attractions on his own, Nancy and discuss their children’s lives. Axl makes Brick help him pick up women and Sue reveals her summer plans of moving away.

Since the early 1800s, women in higher education have been battling to overcome barriers to gain access to education, and equal career opportunities. Research posits that women have made significant progress through government legislations during the 1960s and 1970s, which eradicated some of the barriers of gender inequality. The research also supports that women are moving the needle in educational attainment and employment in higher education as students, faculty members and senior-level administrators. However, recent data suggest that there is still work to do to increase the number of women in leadership roles. Especially black women in higher education.

For each of the universities/colleges, they combined house more than 16,000 students of which 90% are African American, and there is a gender ratio imbalance of female to male. The gender ratio imbalance of these institutions allots the opportunity to determine the phenomena of “man sharing” among the female students.

In the article “The Most Outrageous Ways School Are Trying To Enforce Gender Stereotypes” explains several cases where schools enforce boy and girls how to behave. The editor Tara Culp-Ressler explains that a senior girl went to prom dressed in jeans and got kicked out because she was not wearing a dress. Another case was a fourteen-year-old boy was forced to get rid of his makeup, which made his mother outraged and complained to the school. Tara also demonstrates that an eight-year-old girl was kicked out of a Christian school because she was not acting to feminine. She was dressing in sneakers and with short hair and the people in that school did not appreciate the girl being less feminine. Even more Tara writes of another incident where

Teachers must have a full understanding of their student’s cultural and socioeconomic backgrounds in order to become socially conscious of the power relations among their students. In order for teachers to learn to lose their own biases, I will host after school teacher trainings where I will facilitate discussions about race and class. This is important because according to author Gilda Ochoa, if teachers hold on to cultural assumptions they run the risk of sending racialized messages to their students, who then internalize them (Ochoa 165). In her book, Academic Profiling, she provides examples of how students pick up on such messages. For instance April Lee, reveals how she is aware of her teachers’ expectations of Asian Americans when she states, “When a teacher looks at you and your face, [they think,] “oh, you’re Asian.” She must be really smart, or she must be really good at math” (Ochoa 165). These stereotyped messages or “ideological assaults” often translate into the differential ways teachers treat their students and is known to create resentment in the students treated inferiorly (Ochoa 172). Clearly, in order for

Questions for Rhetorical Analysis 1. What historical occasion gives rise to the need for investigation and the creation of this text? Gender Bias is being taught and occurs unintentionally in our schools. Teachers challenge boys more than girls. Sexism is so elusive, it is being taught every day and educators are not even aware they are doing it.

One educational phenomenon sweeping through colleges across the country is the significant outperformance of men by their women counterparts. This phenomenon has become so prevalent, that it made the headlines of newspapers across the nation, including the New York Times. After almost two years here at Syracuse University, I have learned a lot about myself, including my tendencies, my thoughts, and have even noticed the habits of others. When one is in college, the cognitive differences between men and women become evident and they tend to operate in completely mannerisms and interestingly enough, have different philosophies, values, and habits when it comes to education

While the nation today is plagued with many a social injustice, one that continues to boggle my mind is that misogyny and the objectification of women is somehow still present. Barely 60 years ago (yes, your own grandmother probably was a victim of this overt sexism), gender bias was a completely acceptable, and often encouraged office practice. While this sort of sexism is not as prevalent in today’s work environment, it is important to remember that young men at work in the 1960’s who experienced and practiced this overt gender bias are the men who grew up to found and run companies that many young people work at today. It is completely ignorant to even say that these sorts of biases are extinct, as they died out due to fear of lawsuits

Gender bias, also known as sexism, is a full of attitudes, laws, taboos, preferences, and behaviors that differentiates and discriminates against either sex. These may be a position of which male dominance and female subjugation in the modern society. It could also be a form of sexual stereotypes between men and women, these are commonly experienced in employment versus other positions. A final place that discrimination is faced is the academic environment, the female to male ratios are not in sync in certain programs and courses because of this and it is pressuring men and women to not go into certain fields and do what they love and please. Most advertisements on Television, magazines, newspapers, online ad’s, use a charged sexually image with a female as the star. Women are to be a pleasure for men, and nothing else. Many people have different opinions on genders and sexuality and that is okay, but sometimes you just need to keep them to yourselves.

Malaby, M., Ramsey, S. (2011), says that males are underrepresented as elementary school teachers. One may ask, why pursue a degree in something that you aren’t going to be given the credit you deserve? Even though the myth is that males should not get a degree in elementary education because they are not nurturing or patient, some research shows that male elementary teachers often body these traits and practices (Crisp, T., King, J. (2016)). Just like any other job, skills and traits come with experience.

Men are from Venus and women are from Mars, a book written by Arthur John Gray, metaphorically stated a popular myth of the impassable difference of genders. In the article “Gender” written by Greer, argues that gender hierarchies cannot be categorized through biological or behavior data. Differences between female and male are also exaggerated by learnt behavior. Also, Brownmiller’s article “Emotion” disputes that women are assessed negatively by the social to be emotional, irritable and tearful which are opposite to men. In light of their approaches, this essay will compare and contrast them two based on their emphasis.

Masculine bias infiltrates the scientific process and content of research in several ways. In this paper, the focus is on masculine bias through research on gender differences in evolutionary and endocrinological science. Though somewhat outdated examples, Longino and Doell’s (L&D) paper Body, Bias, and Behavior: A Comparative Analysis of Reasoning in Tow Areas of Biological Science provides a structure of analysis that can be applied to other areas of science. They analyze the role of facts, evidence, and hypothesis to identify areas vulnerable to masculine bias. L&D posit that there is a distance between the evidence and the hypothesis the evidence is to confirm. This distance is a point of entry for masculine bias. In addition,

The previous research was based on change blindness, such as, not able to view change when in an environment. Changes of the environment can vary to the color, people, etc. In addition, there are two different types of processing, such as, bottom-up and top-down. For instances, the bottom-up process observes the physical missing in the environment. And, the top-down process observe the beliefs, expectation etc. of the participant. Furthermore, the question for this research was that men and women would not differ their capability to view changes in images. In addition, that men and women would view changes sufficiently in the images if it pertain to their gender rather than the opposite gender.

In addition, it is one of the most prominent problems to accept the equal opportunities of higher education between men and women. Until twentieth century 70s, the U.S began to protect women’s right of education in the form of law. However, many studies indicate that, almost teaching and administration positions are monopolized by men in American higher education. (Deal, J. T., & Kennedy, A. A., 1992) This also explains from another aspect women have the opportunity to receive higher education, but did not receive equal education outcome.

Not only have capital punishment charges proven to be racially biased, they have also proven to be gender bias. The number of men sentenced to an execution is much higher than that of women. In between the years 1973 and 2002, only 1.2% of people executed were women and as of 2002, only 1.4% of 3,557 prisoners on death row are women (Reza, 2005). In her journal, Duke Journal of Gender Law and Policy, Reza seeks to explain why these facts exist. One reason women make up such a small percent could be because of the “chivalry hypothesis” which implies that women are passive and weak making them a less threat to society. Because women are seen as passive, they are found to be more compliant with rehabilitation than men. This chivalry hypothesis sees the death penalty as the largest penalty for going against the law, but it “offers rewards and protection for those women whose crimes conform to gender stereotypes” (Reza, 2005). The second reason Reza provides is called the “evil woman.”  This theory suggests that women who commit crimes are not only punished for the crime but also punished for going against the stereotype set for women. The idea that a woman can be punished more harshly for doing something that does not fit up to the ladylikeness that is expected of women, is very unfair due to the fact that women have the same motives the men that violate the same law. Lastly, another major gender bias seen in the death penalty can be described by the statutory bias. Although it