CH 5 EDUCATION

Page 1: Introduction to Gender and Education

Overview

• The chapter begins with a focus on the intersections of gender and ethnicity in shaping educational experiences.

Page 2: Learning Objectives

Key Learning Outcomes

• Identify examples of the intersection of gender and race/ethnicity in student-teacher interactions in K–12 settings.

• Understand contrasting viewpoints on the culture of poverty vs. an antiracist structural perspective.

• Recognize how children construct and challenge gender norms through social interactions at school.

• Comprehend the detrimental impacts of strict gender expectations within educational contexts.

• Analyze empirical data reflecting gender disparities among high school students.

• Familiarize with public policies that influence gender inequity.

• Discuss the correlations between gender and standardized testing outcomes.

• Reflect on the advancements in women's educational positioning alongside ongoing inequalities.

• Investigate how water access affects girls' educational chances.

• Examine how gender influences teacher practices and attitudes in the classroom.

• Learn about correspondence theory relative to gender and educational structures.

Figure 5.1: Math Anxiety in Different Countries

• Findings demonstrate a clear relationship between national wealth and gender equality, and their influence on math anxiety among school children.

• Key points include:

  • Wealthier, gender-equal countries exhibit lower overall math anxiety.

  • Boys show greater math anxiety than girls in more developed nations, whereas this trend is reversed in less developed countries.

  • Societal perceptions of math competence differ based on gender expectations influenced by the workforce demographic.

Discussion Questions

• Questions about gender expectations in math and parental emphasis on educational competencies among boys vs. girls.

Page 3: Gender's Role in K-12 Classrooms

Gendered Classroom Dynamics

• Gender plays a critical role in educational environments, contributing to a hidden curriculum that shapes student identities.

• The chapter introduces several snapshots showing classroom interactions that exemplify gender biases:

  • Examples include interactions with boys and girls around answering questions, receiving praise, disciplinary actions, and how they affect student self-worth and educational experiences.

Page 4: Teacher Engagement and Gender

Interactions with Students

• Boys tend to receive more attention and encouragement from teachers compared to girls, who often remain silent.

• Students' attributes, such as race/ethnicity, impact how much attention teachers give them:

  • White boys receive the most attention; girls of color receive the least.

  • Teachers alter their interactions based on gender norms, leading to differences in support and feedback, affecting confidence and participation in class.

• Historical data indicate disparities in educational outcomes linked to these biased practices.

Teacher Behaviour

• Teachers often have unconscious biases that lead to differential treatment:

  • Boys are encouraged to express themselves and learn through intervention; girls are typically shown how to complete tasks without as much independence.

Page 5: The Gender Gap in Education

Disparities Among Boys and Girls

• While boys and girls have equal attendance rates in schools, this does not equate to gender equity in treatment and outcomes.

• Teachers' biases lead to lower evaluations for boys despite similar academic abilities, resulting in poorer performance in comparison to girls.

• Statistics illustrate that boys are more likely to face disciplinary actions within educational settings.

Perception of Black Boys

• Black boys face additional challenges in school, often being viewed as troublemakers, which influences their educational journeys negatively.

• Many misconceptions perpetuated by educators regarding the behavior of black boys are tied to larger socio-economic narratives that do not hold empirical weight.

Page 6: Addressing Racial and Gender Discrepancies

Cultural Comparisons

• The 'culture of poverty' thesis is critiqued for its simplistic and often racist assumptions about educational experiences of black boys.

• Ann Arnett Ferguson suggests re-evaluating these narratives and focusing on systemic issues instead of labeling students based on racial biases.

Page 7: Children's Agency in Gender Formation

Agency in Constructing Gender

• Children themselves play pivotal roles in both establishing and dismantling gender norms through their interactions at school.

• Barrie Thorne’s concept of 'borderwork' shows how children navigate and challenge gender boundaries through play.

Page 8: Impact of Gender Disparities

Consequences of Gender Differentiation

• Gender inequalities in academic experiences lead to loss of self-confidence, particularly among girls during adolescence.

• Statistical data reveal a significant decline in self-esteem among girls transitioning from elementary to high school compared to boys.

Positive Aspects of Education

• Schools have the potential to be a space for challenging traditional gender norms and encouraging equitable practices.

Page 9: Racing Gender Dynamics in Education

Behavioral Expectations in Classrooms

• Differences in classroom behavior expectations for boys and girls lead to systemic inefficiencies in teaching and learning processes.

• Boys exhibit natural tendencies toward aggression, which are often downplayed while similar behaviors in girls attract penalties.

Page 10: ADHD and Gender

Medication Disparities

• Statistics reveal that ADHD diagnoses are disproportionately higher for boys compared to girls, raising questions about the social constructs surrounding behavior.

• Discusses the role of gender expectations in diagnosing ADHD and highlights implications for boys and girls.

Page 11: Bullying and Gender Norms

Bullying Statistics

• Bullying is examined as a prominent factor influencing gender norms in school settings, creating vicious cycles that reinforce stereotypes and inequities.

• Disparate treatment of gender non-conforming students and their experiences of bullying are outlined with corresponding psychological impacts.

Page 12: Gendered Educational Materials

Textbook Bias

• Historical and contemporary analyses reveal persistent underrepresentation of women and girls in educational materials, negatively impacting self-esteem and aspirations.

• Illustrates how literature reflects and reinforces gender stereotypes.

Page 13: Teacher Strategies for Bias Mitigation

Addressing Gender Bias in Classrooms

• Methods for reducing gender bias through strategic teaching materials and inclusive practices are discussed.

Page 14: High School Dropout Rates

Key Statistics

• Dropout rates vary significantly by gender and ethnicity, suggesting systemic inequities within the high school experience.

Page 15: Gender Disparities in STEM Fields

College Preparatory Courses

• Analyzes gender enrollment patterns in math and science fields at the high school and college levels, noting both progress and persistent issues of representation.

Page 16: Public Policy and Education

Title IX Legislation

• Discusses the impact of Title IX on educational opportunities for girls and the subsequent conversation around single-sex schools in the US.

Page 17: SAT and Gender Bias

Standardized Testing

• Investigates how standardized testing illustrates gender biases in educational assessment, demonstrating different outcomes based on underlying social expectations.

Page 18: Global Comparisons

International Educational Inequalities

• Highlights global disparities in educational access, particularly for girls, and the political and socio-economic factors driving these inequities.

Page 19: Access to Water and Gender Inequity

Linking Water to Education

• Discusses how access to clean water directly influences girls' education in various global contexts, underscoring systemic barriers to educational equity.

Page 20: Gender Dynamics in Teacher Hierarchy

Gender Bias in Educational Leadership

• Explores the gendered dynamics within educational institutions and the implications these have for teaching practices and professional advancement.

Page 21: Feedback and Evaluation Metrics

Teacher Evaluations

• Evaluates the impact of student evaluations on faculty advancement, particularly from a gendered lens, raising concerns about biases inherent in review processes.

Page 22: The Correspondence Principle

Educational Organization and Gender

• Bowles and Gintis's theory of how educational systems replicate societal structures is explored with regard to gender expectations.

Page 23: Critical Reflection Questions

Engaging with Gender Inequity

• Concludes with prompts for critical thinking and reflection on the impact of gender dynamics in educational pathways and outcomes.