The Institutions Of Classroom Dynamics

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.

Teacher education is on the rise with the multitudinous grants exhibited in these releases; with more teachers, there is a greater likelihood that some of these educators will be minorities and women. According to Edward Reeve, an educator who has won three Fulbright awards, Stem Thinking is the solution to the STEM crisis. It interconnects subjects, and it explains how the knowledge the students are gaining will be used in everyday life. Reeve argues this will help the students understanding of concepts, principles, and practices, enabling them to see the “big picture”. STEM Thinking teachers use inquiry based learning strategies, and they should know the popular approaches in these fields, such as the scientific method and the engineering design of STEM. This promotes the hands on learning Obama and numerous scientists support. Students will be motivated to learn the materials in class and apply the knowledge outside of the classroom, better preparing them to for careers and bettering the U.S.’s competitive edge in STEM fields (Reeve). If this occurs, this will lead to even more individuals pursuing STEM. Bamidele states that minorities in STEM must become the norm; seeing minority and women educators will give students the notion that they too can advance in these fields. The media must join the U.S. Department of Education to present these images to the public (Bamidele). This returns us to the point made by Milgram, the return of Rosie the Riveter. Pictured below is an image of Kelly Rowland, posing as Rosie the Riveter; not only does this image promote women in the force, but it also combines this objective with ethnic minorities. This represents the achievability of the goals that are set forth by the U.S.

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

Thinking back to even before I started reading this chapter, I knew that most of the people seen in the education field consist of mostly women. Many of whom do not hold high positions nor are required to have advance degrees such as math, sciences or english. Although this is not through for high school as there seems to be an equal number of men and women teachers, when it comes to the younger grade levels, there are more female teachers than males in the classroom. From this chapter it becomes easier to understand the different biases in the world and why people view them the way they do. Not everyone is given the chance to understand that there are other options out there, most people are born into one way of society and spend the rest of their lives there never branching out.

Science, technology, engineering, and math, STEM, the field of hope for those who were working hard to accomplish something more than a high school diploma. Women and minorities with the same degrees, same aspirations, same responsibilities only earn a percentage of what men earn according to the Institute for Women’s policy Research, the U.S. Department of Commerce and many other organizations. How would you feel if your hard work wasn't recognized? What if you turned in the same exact job that a white man did and he was rewarded more just for his gender and/or race? Today, many women and minorities still seem to feel intimidated by STEM fields simply because they have been dominated by white men of wealthy backgrounds. This is causing a huge

Race ethnicity and gender: Thankfully, today’s classroom seeks to be a global learning environment that is open to students of all cultures. Today’s classroom is a materialization of the distinct emblem of welcome authenticated by the Statue of Liberty. Teachers want to be sensitive to the needs of those students who do not fit into the common American races of blacks or whites. While gender has traditionally involved the clear distinction between male and female, there is also a third group – a group that represents a type of hermaphrodism that is either the result of biology or learned behaviors, and is often identified through the voluntary display of a preferential dress and/or behavior style.Today’s teachers have to deal with this triangular gender existence. Again, the group that is often discriminated against and ill-treated by other students is the one that does not match the norm

These classrooms treat males and females incredibly differently and stereotypically “In one instance, boys had an electronics day, where they could bring in all their electronics and play them if they behaved, while girls did not. In another, the teacher in a girls' classroom gave each girl a dab of perfume on her wrist for doing a task correctly (Sherwin, 2014).

As a result, many parents chose to place their daughters in less-demanding education. In these times women who were well educated were often perceived as less attractive and education was not of importance because their “purpose” was to bear children and be homemakers. According to the textbook, the Title IX of the Education Amendments of 1972 was a law that came into place when the women’s movement gained momentum which prohibited discrimination in schools, employment, and much more (Banks & McGee Banks, 2016). This chapter also opens the reader's eyes to the sexism issues we still face today in our schools. Educators today suffer from “gender blindness,” which results in the lack of “the perspectives and tools necessary to challenge sexism in school” (Banks & McGee Banks, 2016, p. 81). Today we face the issue of our literature consisting of people in traditional gender roles, which causes children to fall into stereotypical roles. Also, much of our literature is male dominant beating out female characters two to one (Banks & McGee Banks, 2016).

- Underlying the history of women in teaching is the assumption that access to work opportunities has the same meaning for everyone.If we stop to ask what gender meant for the 19th century founders of American public education, however, the story takes on new levels of meaning.Some of its themes speak directly to our educational dilemmas today.Its interest lies not in the sex of the teachers who staffed Americaís one-room schools but in the political and psychological images that men and women held regarding the gender of those teachers (138).

Sitting in my general biology class today, learning about amazing biological discoveries, my male teacher jokingly said “Did you know there are women in science?” then went on to joke about how these women who had just made an amazing biological discovery even had PhD’s. As he went on to talk about the amazing things these women did, he talked about the discovery like he had for the other ones made by men. If women can make biological discoveries like men can why are they looked at differently in their graduate fields of study. In this essay I will explore the gender issue in education through the lens of feminism by evidence shown in past decades and today. Education was primarily for men while women were not even allowed in some classrooms, while over time this has changed.

Both Apple and Popkewitz agree that curriculum in schools serves as a form of social regulation. “..schools contribute to what has elsewhere been called the cultural reproduction of class relations in advanced industrial societies” (Apple, 1990, p.62). Schools do not just control students they have the ability to control the meaning behind the knowledge students gain. Therefore, curriculum supports children in categorizing and understanding social norms that exist in society. “…discourses of schooling inscribe hopes and desires (such as what are ‘manly’ or ‘feminine’ occupations or how one is to act and feel in a kitchen, a workroom, or a mathematics classroom) as well as distinctions about movements which are to characterize one’s walking, talking and interactions with others” (Thomas, 1997,p.144). Both authors see this as extremely problematic however, they outline why such decisions were made based on historical evidence.

Aside from race, gender is another sociocultural factor that has influences on children within school. When examining gender and schooling, discourse plays a significant role in how gender impacts a child’s educational experience. Boys in schools are often perceived as being mischievous, troublemakers and naughty due to their genetic makeup. They are expected to disobey the rules and defy the teachers. On the contrary, girls in school are expected to conform to the rules, and are often overlooked. Gender performativity is reinforced by the institutional habitus of schools, and when students do not conform to the ideal view of the male or female genders, they are placed at a disadvantage. Ferguson (2002) asserts that two representations of black masculinity in society and school today “are the images of the African American male as a criminal and as an endangered species” (p. 585). Both sociocultural factors that are entailed in this description of the African American male, race and gender, have significance in how teachers and administration interact with and treat this specific identity of a child. In this case, the male gender identity serves as a source of expectation that the student will disobey the rules of the school and defy the teacher. This is a common association with those of the male gender. On the other hand, because sociocultural factors often intertwine, the racial aspect of this identity asserts that the student is either a danger to others, like a

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

Teaching in a twenty first century society, the expectation for gender equality is important to provide the proper exposure, understanding, and educate individuals about society’s norms. These expectations that students will need to make acceptable choices for the betterment of their future. Therefore, it is the duty for educators to offer introductions in gender roles, gender stereotypes, and sexism. These are sensitive topics and need to be taught accurately with balanced information and with a balance of information without prejudice. In a twenty-first century society, educators need to address gender roles and where students might witness gender roles in the classroom. Also in a twenty-first century society, educators need to address