Gender Roles Of Elementary Education

There are multiple reasons why Kelley King, Michael Gurian and Kathy Stevens are on the pro side. For one reason, they believe that the differences exist due to boys being more interactive with certain topics and methods that don’t usually interest girls or vice versa. For example, the Wamsley Elementary School in Rifle, Colorado has both boy and girl students. However, in the past, the girl students over accomplished the boy students due to the school staff being more experienced in understanding how to teach girls than understanding how to teach boys. So, the school focused on teaching the boys with their own learning styles that are also girl friendly such as online courses. The result of this was successful as boys became more accomplished than they were from before. (Pages 147 – 148).

Society’s understanding of gender roles debate about gender equity and have always been connected to the social roles that men and women we assigned to shape Americans views of education for girls and boys. What has also been affected is race and social class between females and males who attend schools. Ideas of what women and men are suppose to be and do have cut across different classifications. Ending unfairness in schools has rested on change to gender roles mainly women.

When you send your children off in the morning to go to school, no matter what grade they are in whither it be elementary, junior high, or senior high, you expect that they will receive the best education that they can get. They should be asked challenging questions, encouraged and called upon to participate in class, they should also be given as much help as they need to secede by the teacher. However, this is most commonly not the case. Parents and the children themselves are unaware of what is going on because gender bias is not a noisy problem. Most people are unaware of the secret sexist lessons that occur every day in classrooms across the country. In this essay I will use two essay's from the reader:

“It is early indeed that children show an awareness of the message that… females are generally less interesting and important than males are… The (often inadvertent) bearers of this message include parents, peers, and teachers.” (Lips, 1979, p. 128.) The absence of gender equity can be damaging to both males and females. Surprisingly most of the teachers and administrators are unaware of this problem. Organizations such as the American Association of University Women (“Gender equity,” 2003.) strive to create programs that will improve equality within schools. The purpose of this research paper is to identify gender equity issues in the classroom and explore strategies for teachers to incorporate equitable

There are a number of professions that traditionally have been oriented towards women: teaching, especially younger children; certain carative professions; and, of course, nursing. Of the 2.1 million Registered Nurses in the United States, for instance, less than six per cent are male, and men make up only 13 percent of the new crop of nursing students (Chung).This trend is not just centered in the United States. In much of the developed world, males account for only 1% or less of teachers of early childhood grade levels, down from about 4% in the 1980s. At least one educator noted that this is a clear tragedy for millions of children who can benefit from simply having a male perspective in the classroom. "As a result many children who have no man at home, find no man at preschool and no man at primary school, and never meet a stable, reliable male figure in all their preteen years. Girls never experience nurturing from a trusted older male. Boys, cared for only by women, learn that nurturing is no part of the male job description. And in the absence of reliable men, too many of these boys learn their male role from violent television and music videos, and on the street" (Ballantyne).

Is FAFSA the newer, evolved, “legal” vision of the National Defense Education Act (NDEA) because of the loans and scholarships to students?

Not just anyone has the patience or ability to teach boys or young men; it takes a special quality which select few have. I have attended an all-boys school since first grade, so all my teachers have had that uncommon trait. In order to better reach their young male audience, these teachers often opt to abandon the norms for so-called “correct” teaching styles in favor of more distinctive methods. Over the course of my academic career, I have been taught by a great number unique teachers.

Educators have long been challenged by the differences in educational outcomes between boys and girls, and between different ethnic

Sexual bias still remains in schools today, even though there has been a great many changes in the past 20 years. Girls enter school in the first grade with the same skills and ambitions as boys, if not more, but classroom sexist conditioning results in lower self-confidence and aspirations by the time they graduate from high school. Even though, two out of every three teachers may be women, they tend to favor sexual stereotypes, recalling more positively the assertive male students while liking least the assertive females. Teachers call on boys more often, give them more detailed criticism, and praise the intellectual content of boys’ work more then girls’ work, while more likely praising girls for their neatness. Teachers also allow boys to shout out answers and take risks, but they reprimand girls who do the same thing for rudeness. Additionally, few educators encourage girls to pursue careers in math or science.

A teacher is an important key element in the educational system as well as a role model. Some teachers hold traditional gender stereotypes about their students’ views of what is expected of them. Many children develop social

One of the most prominent motives for male inclusion within the educator role is the

Classical media portrayals of professionals in public high school educational settings show women as the humanities teachers, men as those teaching science, technology, engineering, and mathematics (STEM)-related subjects, and a male principal presiding over all students and faculty. By emphasizing the pre-existing prioritization of STEM subjects over humanities and arts in contemporary high schools, that which is deemed to be taught by women dependent on men within the institution places women in the most subservient positions within this hierarchy of power. Another example of the subordination lies how in student/teacher dynamics is when white (often male)

Gender differences occur in many aspects of a person’s life whether it is culture, politics, occupation, family and relationships, or the economy (just to name a few). One major difference in gender occurs in learning and education in the elementary and secondary levels. Research has found that males and females learn differently in many aspects of education. First of all, female and male brains are constructed differently affecting the way they learn; this leads to basic differences in learning and also gives an introduction into why the way one learns differs according to gender and how males and females learn subjects and tasks differently. Second, males and females are treated differently, sometimes unconsciously, in educational

Thomas provides various arguments as to how boys and girls are different; therefore they are treated differently in a classroom. It cannot be argued that boys and girls are different, especially at such a young age, but to say that teachers specifically do treat boys in a rougher manner would be going too far. Thomas introduces the idea that society instills ideas of prejudice towards women in young boys, so that when they do go into a classroom governed by a female teacher, they are predisposed to be defiant and unruly. In my opinion, it is unfair to judge teachers based on the performance of their students on various tests. Thomas's article introduces the idea that as the number of female teachers is increasing, the performance of boys in school is declining. One much question whether it is in fact the teachers who cause this

Gender equity in terms of education is about the socialization of men and women and the results of this process on the life outcomes of the two genders (Husen & Postlethwaite, 1994). In the United States, the education system is required to treat males and females equally. There has been much research done to compare the genders in all areas. In the past, research has found that women fall far behind men in many areas such as math, and science, but men lag behind women in certain areas as well. Over the years, many provisions have been made with the goal of equalizing the treatment of girls and boys in public education. These improvements are proven successful as women, as well as men, are advancing in areas where they tend to lag