Kimmel On Education And Gender

Other disadvantages of single-sex schools make it harder for students who attend them to cope with the outside world. Many students who went to single-sex high schools have trouble mingling with the opposite sex. They do not experience working with mixed genders in high school and are not prepared enough to do once they graduate. "The boys in single-sex schools are likely to be socialized into aggressive individuals and this may impact on their socialization with girls in

the first things we as a society need to confront is two truths that I think our largely mollycoddling society tries vehemently deny. The first being that boys and girls are different and that gender is not a social construct, it's a biological one. Boys are naturally wired to want to move around, one way some have suggested would be to have them do more moving around in class. That could be as simple as having them using their hands to make triangles when learning geometry (Dixon). They also naturally crave competition, which is why the decline of recess and renaming games actually have an effect on these boys. More male teachers would have a marked effect, first they understand the way boys learn and secondly it would give boys without a strong male role model to look up to a healthy male influence, a thing many of them lack. An extreme measure that's been suggested has been gender segregated schools, which might not be a bad idea, if a curricula could be devised that work for boys. Maybe something like vocational high schools where they spend half their day on academic pursuits and then half working on engines or computers or tinkering with robotics and stuff boys tend to like. The graduation rates for boys from these schools is typically vastly higher with more student engagement than traditional schools.

Deborah Tannen is an author and linguistic professor who wrote, “How Male and Female Students Use Language Differently.” Tannen’s article discusses the differences of males and females in the classroom. Men and women are more comfortable with different types of conversation, and this fact affects conversation in the classroom. Males enjoy challenging each other. Women, however, prefer to have small groups of close friends. They like intimate environments where they do not feel judged. Tannen believes that the education system is better suited towards men, because they are more comfortable speaking in large groups and being the center of attention. Women are more likely to fear

Gender bias has existed in education since the inception of schooling. According to the National Women’s History Museum (NWHM), during the 1700’s, women were denied access to secondary schooling, and were only given the most basic education deemed necessary to fulfill the “women’s duties” (NWHM 1). Research from the National Coalition for Women and Girls in Education (NCWGE) has shown that when Title IX was introduced in 1972, girls were able to participate in any state-funded activity, resulting in protest from those who believed gender bias did not exist (NCWGE 1). The opposition argued that girls are just different from boys, and incapable of doing the same things. The gender bias in schools across America, since the conception of schooling, has led to hardships and stereotypes faced by females in education and society.

When a student does not fit in with traditional gender stereotypes, or displays characteristics typically related to the opposite sex, he or she is often given damaging labels. Sometimes students will label classmates without thinking because they have been exposed to such remarks previously but have not been provoked to think about their consequences further. Teachers must call on their students to start thinking rationally about gender stereotypes. Highlighting positive role models of both sexes can motivate students to dispute gender stereotypes. Teachers can use examples of males and females doing jobs that aren’t often considered “traditional” for their gender. For example, teachers may discuss that there are many successful female athletes, soldiers, and doctors as well as male nurses, teachers, and artists. Teachers should talk to students about what challenges these individuals may have encountered to make such achievements. Teachers should encourage students to look back at experiences from former generations, and should discuss stereotypes that were at one time believed to be true, but have since been diminished to create a

According to the book the first lesson, “some inequities, including gender bias, simple fly below people radar. To make progress, people have to learn how to “see “subtle bias (291). This lesson points out that the influence of teachers show the biases. It highlights how powerful a little encouragement can play on students. Because early educational experience have an effect on them when choosing careers, eventually jobs they seek to work for. A great quote is given in the book when they say,” without training, without learning how to see bias, it is all missed (291). This quote tells us that teachers must first notice the bias in the class in order for students to learn equal opportunities and not to use gender biases. A prime example is the comparison when it comes to women in the world of math and science occupations. When we look earlier in the elementary school if teachers were to introduce women and younger girls to fields of computer science and engineering, then the reversing bias would increase the number of women in those fields. They are more likely to not choose those classes because they aren’t encourage to. In the book, teachers doesn’t always know when they are being bias. They may think, as they teach, they are simply practicing what year’s teachers, and educators taught. Teachers can reinforce gender by showing boy more attention and by simply drawing distinctions between

First, educators need to be better educated. They need to have an in-depth understanding about what it is and how its effect on students. Next, they need to be aware of their role. According to Chapman, “teachers need to recognize their own gender-biased behavior and then be given the resources needed to help them change.” Last, they need to be conscious of what materials they bring into their classroom, lessons they teach and how they interact and respond to their students. Chapman refers to this as, “hidden curriculum,” in which teachers do unintentionally because “they are unaware of their own biased teaching because they are simply teaching how they were taught and the subtle gender inequities found in teaching materials are often overlooked.” With this in mind, high-quality training must be provided so that teachers can retrain their brains and teaching

The time we spend in school is a huge part of our lives. Someone could spend anywhere from 13 years to 20+ years in elementary, middle, high, and higher education. Since school is started at such a young age, people are shaped by their teachers and peers in how they act towards another and think about each other. Our teachers, although they don’t mean to, say things that can influence how we think about people or things. With children being so influenced by what the people around them think and do, its important for those things to be good. Early in life, children develop gender identities, and in our culture there are stereotypes that children pick up on because its seen as the “norm”. Males are supposed to be independent and competitive while females are more passive and supportive. Teachers can often impose these stereotypes onto their students, meaning no harm, but in the long run these gender roles can impact their future.

Women have been fighting for equality in sport since the late nineteenth century and continue to do so today. “No person in the United states shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any education program or activity receiving federal financial assistance”(Patricia, 1977, p.15). Title IX was introduced in the early 1970’s in the United States and has been effective in the sphere of education and sport for the past four decades. Over the years it has been a huge source of controversy in collegiate sport. Has Title IX helped the rise of American women in sport? This essay is going to take a feminist view on gender equality in sport and explore the impact of Title IX.

The underachievement of males in society has been a growing problem that is being widely ignored by society. Children are experiencing the most important and emotional part of their lives when they are in school that will leave ever-lasting effects. The success of people as students are not real indicators of how they will do later in life, but it is the confidence and self-esteem that people will remember in their school days that might stay with adults until they realize that it is keeping them down or until death. Stereotypes, lack of male role models, more feminized school system, and combining this all together to find the underlying problem of the female majority who are succeeding, graduating, and are accepted more often than males. These are the main issues to figure out when it comes to the imbalance of male and female education.

There are strong claims for and against single-gender education around the globe. Despite extensive research in developing effective teaching practices for boys and girls separately, there are fundamental similarities between meeting the educational needs of girls and boys. There are more commonalities between the two than there are dissimilarities. Boys and girls seem to elicit different kinds of teaching they need due to the constraints that social norms put on each gender. For countries with European roots in their culture, this is also true. Although certain sex-linked characteristics are biologically inherent, how one learns is not dependent on their gender. Both girls and boys are relational learners, educe the kinds of teaching they need and find greater meaning in lessons they find interesting. It is not what sex individuals are born as that dictates what kinds of teaching methods they require, but rather it is how they are designed by their environments that shape their needs. This is particularly true for girls; and even more so for girls of color.

From the time we are about 5 years old and for some of us into our late 20’s and 30’s we are in a coeducational environment called the classroom. Ever wonder which gender has the leg up? The bias towards? The one most likely to succeed? My prediction is that boys from kindergarten through the collegiate level more often than not will have an advantage capturing the teacher’s attention and dominating classroom activities over women. From the way students are bred into the educational system to their biological tendencies boys tend to overpower girls in a classroom. This is why more often than not they will be acknowledged in a group discussion, opinions will be valued more, and command the flow of the room over

A debate has centered recently on the argument of whether strategy for students at high school should be applied to obtain a successful education system, with a voice calling for providing the appropriate environment of education for both gender-students that assists them to concentrate better on their studies and eliminate all aspects of disruptions. Fulfilling such strategies would improve the quality of education at high schools and raise the range of obtaining high marks. However, should boys and girls be educated separately at high school in order to have higher marks? People claim that when both sexes study in the same class rooms their confidence level will increase and the relation between both sexes will deepen and strengthen its

Gender plays a role in student development and learning because historically it has been shown that in heterogeneous classroom girls tend to do better in academics overall. Women now far outnumber men among recent college graduates in most industrialized countries (OECD, 2008). Historically the gap has been 0.2 percent in girls achieving overall academic success. Boys still surpass girls when it comes to mathematics. With just the opposite when it comes to boys who then underperform in math. Some schools have adopted the notion to have an all boys schools or all girls school to close the gap. Statistics have shown that in some cultural settings especially in urban neighborhoods Gender also plays a role in student development and learning because if more women are interested in going to college that leaves a disparity in the amount of boys who will definitely go college.

Another area that impacted the differences in gender performances in education is the teacher’s interaction, expectations, perception, and overall attitude. Clinton B. Allison(1995), states how gender biases are reflected in schools. One implication is the boys are more demanding and aggressive in the classroom. This dilemma instigates the teacher’s attention to be more on the boys than the girls. Allison (1995), also states that girls are more receptive and abiding of the rules in the classroom. This reason allots less interaction with the teacher because they are exemplifying appropriate behavior which does not require attention. The socialization of the genders in the classrooms magnifies the differences being made by teachers. Certain behaviors by boys are ignored, while girls are expected to follow the rules. Certain behaviors are gender based but the students need to be treated equally to master an inequitable education for both genders. Some research depicts teachers as encouraging and boys’ intellectual growth by means of urging and probing. As early as preschool years, teachers are more apt to finding topics and activities that are more appealing to boys. Teachers instinctively deny that these differences occur in their classroom but realistically they do occur. The most pivotal question that Allison (1995), eludes to is how the degree of quantity teaching and