Teaching In A Twenty First Century Society, The Expectation

From a young age girls were being taught their position in life consisted of taking care of their husband and the children they will provide him. Duties which demanded they remain in their home to complete. Typically the role of the female included being educated by their mother’s on how to sew, quilt,

In the article “Parental Influence on Children’s Socialization to Gender Roles” by Susan D. Witt states that parents expose their children at an early age of what it means to be a boy and a girl. Witt argues that parents do play a role in gender stereotypes to their children as early on as infants. Witt explains how parents decorate a child’s room. Witt states that children grow and develop gender stereotypes at home. She explains how parents encourage their children to participate in sex-typed activities, sports, and role play. Witt reveals that both parents contribute to the gender stereotyping but fathers have been found to reinforce gender stereotypes more often that mothers. Witt’s audience is

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:

Gender role expectations are inescapable in our society as we naturally tend to sort humans into categories, the easiest one being gender. Upon first meeting a person, most people automatically classify the other’s gender. With this classification come the inevitable gender role expectations. Even for those who consciously try their hardest not to cloud their perceptions of others based on “traditional” gender role expectations, it is almost impossible not to subconsciously succumb to these expectations that are ingrained in our minds virtually since the day we are born. These expectations often influence how one interacts with another. This is especially important when taking into consideration the effects that gender socialization of children through gendered toys, media, and parental affects child development.

Home life is a core area that can be the biggest influence on ones opinions of gender roles. The content of the article “Parental Influence on Children’s Socialization to Gender Roles” written by Susan Witt introduces where stereotypical gender association derives. Gender roles can easily be adopted through the household and when children are placed in an environment where it is easily transmitted through the parents’ then that child will follow their parents’ influences (Witt, par. 1). Schooling, media, and society are also large influences on children at a young age to behave a certain way. Self-concept is also a large chunk of the way children see themselves when they begin to grow and criticism from parents can be a large influence on shaping that child’s perspective (Witt, par. 3).

“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 many social agents that cause the construction of gender roles. Parents and family are important socialization agents in the gender role development of children. They have different values and attitudes regarding male

What was expected of the female children was vastly different than what was expected of the adults. Unlike most cultures where the boys attend school and the girls learn housework, it is believed that neither attended school. Instead, boy’s learned men’s work and girls did work alongside the females in their life. They learned to cook, garden, and take care of domestic animals and make clothing. By the time the females are ready to marry at the expected ages,

Much of the research documenting the transmission of gender-role beliefs from parents to children has used self-reported measures, which have revealed a moderate but significant relationship between the beliefs of parents and children (Tenenbaum & Leaper, 2002). However, parents’ explicitly reported gender-role beliefs are only weakly predictive of children’s self-views and aspirations (Fulcher, 2011; Fulcher et al., 2008; Tenenbaum & Leaper, 2002). One reason for these relatively weak effects could be that children receive conflicting information about gender roles. Given evidence that normative pressures and egalitarian values can lead to self-reported beliefs about gender equality that are distinct from implicit asso- ciations and actual

In many cases the classroom reinforces gender stereotypes perpetuated by society. This can be found in the materials used for instruction,

How would you like it if you were continuously told what to do ever since you were a little kid and you were bullied and made fun of because of something you like doing and are passionate about while growing up? It wouldn’t be pleasant, would it? Even getting older and becoming an adult and it’s still happening, it’s not nice, is it? How would you like it if you were earning 20% less than men for the exact same job? Good morning Ms Lewis and students, today I’ll be talking to you about how there are numerous causes for the countless components that are accountable for the upsurge of gender stereotyping in today’s society.

8). The traditional views of gender roles are indeed quite different from the modern views. The men in society are the bread-winners where as the women take care of the children and home. There are basic and common work roles, however in terms of behaviour and involvement there are gender role distinctions. The sex roles generally play out in modern society as well, some sex roles and stereotypes for girls are that they are “nonaggressive, nonathletic, emotionally expressive, tender, domestic, and nurturing. Boys on the other hand are “aggressive, value achievement, attain goals through conflict, and work towards monetary success” (Whicker and Kronenfeld, 1986; pp. 8). The males in the society are “emotionally anesthetised, aggressive, physically tough and daring, unwilling or unable to give nurturance to a child” (Lewis and Sussman, 1986; pp. 1). These traits are carried out by this particular gender mostly outside the society to demonstrate their strength. Those individuals who ignore to carry out these personality traits are seen as weak and unmanly. The women on the other hand are given the responsibility of looking after the family and are supposed to have the opposite personality traits. For instance a woman can show emotions but not outside of the family because of the shame that would bring to the

The role of the teacher in the 21st century education consists of the teacher demonstrating leadership among the staff and with the administration-bringing consensus and common, shared ownership of the school’s vision and purpose. It is important for the teacher to make the instructional content engaging, relevant, and meaningful to students’ lives; teach core content that includes critical thinking, problem solving, addition to information and communications technology (ICT) literacy; and facilitate instruction encouraging all students to use 21st century skills so they discover how to learn, innovate, collaborate, and communicate their ideas. In addition, teachers are to ensure the 21st century content (global awareness, civic literacy, financial literacy, and health awareness) is included in the core content areas; make certain subjects and related projects are integrated among disciplines and involving relationships with the home and community. Teacher are also to reflect about their practice by including assessments that are authentic and structured and demonstrate student understanding and demonstrate the value of lifelong learning as well as encourage their students to learn and grow. The evaluation process for teachers includes the following components:

Prekindergarten marks the initiation of formal education for most young children in the United States. Educators in these classrooms often focus their teaching on the integration of learning and play. Children in prekindergarten, however, often learn more than material outlined in curricular standards. A child’s introduction to preschool – often their first institutional experience – forces them to adopt a “subject position” in this new social context (Mansson 8). That is, children become socialized by the formal school setting; they develop individual and group manners, classroom etiquette, and interpersonal skills. With these social lessons come a series of social beliefs, norms, and expectations, not least among them, gender and gender roles. As innocent and naïve as some may believe them to be, preschoolers are attentive and perceptive; they are not immune to the explicit and implicit ideas and messages about gender that surround them. Early lessons in gender, gender roles, power, and inequality become ingrained in young minds and often serve to frame – rather, to confine – ideas about ability, potential, and achievement. There exists a significant volume of research on various topics of gender in the prekindergarten setting, including gender salience, gender roles, and gender differences. Utilizing existing research and classroom experiences, this paper thus explores the nuances of gender as they manifest themselves in the prekindergarten classroom setting and provides