Gender Bias in Education Essay Example for Free

Gender bow in Education EssaySitting in the same classroom, reading the same textbook, listening to the same instructor, boys and girls get under ones skin precise different schoolings. (Sadker, 1994) In fact, upon entering aim, girls perform equal to or better than boys on nearly every measure of achievement, but by the date they graduate high school or college, they scram fallen behind. (Sadker, 1994)However, discrepancies between the performance of girls and the performance of boys in elementary education leads rough critics to reason that boys argon macrocosmness neglected at heart the education system Across the country, boys have never been in more trouble They earn 70 percent of the Ds and Fs that teachers dole out. They make up ii ordinals of students labeled learning dis able-bodiedd. They ar the culprits in a whopping 9 of 10 alcohol and dose violations and the suspected perpetrators in 4 out of 5 crimes that end up in juvenile court.They count for 80 percent of high school dropouts and attention deficit disorder diagnoses. (Mulrine, 2001) This performance discrepancy is illustrious throughout Canada. In Ontario, Education Minister Janet Ecker said that the results of the standardized grade 3 and grade 6 testing in math and reading showed, persistent and glaring discrepancies in achievements and attitudes between boys and girls.(ONeill, 2000) In British Columbia, standardized testing shows that girls outperform boys at all levels of reading and writing and in Alberta testing shows that girls, significantly outperform boys on reading and writing tests, while almost matching them in math and science. (ONeill, 2000) However, the American Association of University Women published a report in 1992 indicating that womanishs watch less attention from teachers and the attention that female students do receive is often more negative than attention received by boys. (Bailey, 1992)In fact, run of the acculturation of sexual acti vity within schools and evidence of a grammatical sexual practice prepossessed hidden curriculum demonstrates that girls be shortchanged in the classroom. Furthermore, there is significant research indicating steps that can be taken to minimize or eliminate the gender bias currently present in our education system.The socialization of gender within our schools assures that girls are made sure that they are unequal to boys. Every time students are seated or lined up by gender, teachers are affirming that girls and boys should be treated differently.When an administrator displaces an act of sexual harassment, he or she is allowing the degradation of girls. When different behaviors are tolerated for boys than for girls beca design boys will be boys, schools are perpetuating the oppression of females. There is some evidence that girls are becoming more academically successful than boys, however examination of the classroom shows that girls and boys preserve to be socialized in wa ys that work against gender blondness.Teachers socialize girls towards a feminine ideal. Girls are praised for being neat, quiet, and calm, whereas boys are encouraged to think independently, be active and speak up. Girls are socialized in schools to recognize popularity as being important, and learn that educational performance and ability are not as important. Girls in grades six and seven rate being popular and well- samed as more important than being perceived as competent or independent. Boys, on the other hand, are more likely to downright independence and competence as more important.(Bailey, 1992) This socialization of femininity begins much earlier than the middle grades. At very early ages, girls begin defining their femininities in relation to boys. One study of a third grade classroom examined four self-sorted groups of girls within the classroom the nice girls, the girlies, the spice girls and the tomboys. Through interviews researcher Diane Reay piece that nice girl s was considered a derogatory term indicating, an absence of toughness and attitude.(Reay, 2001) Furthermore, the girlies were a group of girls who foc applyd their time on flirting with and writing love letters to boys, the tomboys were girls who played sports with the boys, and the spice girls espoused girl-power and played rate-the-boy on the playground. Reays research shows that each of the groups of girls defined their own femininities in relation to boys. (2001)The Reay study further demonstrates how socialization of girls occurs at the school level by tolerating different behaviors from boys than from girls. Assertive behavior from girls is often seen as disruptive and may be viewed more negatively by adults. In Reays study, the fact that the spice girls asserted themselves in ways blow to traditional femininity caused them to be labeled by teachers as real bitches. (2001) This reinforces the notion that girls misbehavior to be looked upon as a character defect, whilst boys misbehavior is viewed as a desire to assert themselves.(Reay, 2001) A permissive attitude towards sexual harassment is another way inwhich schools reinforce the socialization of girls as inferior. When schools ignore male chauvinist, racist, homophobic, and violent interactions between students, they are giving tacit approval to such behaviors. (Bailey, 1992) Yet boys are taunted for throwing like a girl, or crying like a girl, which implies that being a girl is worse than being a boy.According to the American Association of University Women constitution, The clear message to both boys and girls is that girls are not worth(predicate) of respect and that appropriate behavior for boys includes exerting power over girls or over other, weaker boys. (Bailey, 1992) Clearly the socialization of gender is rein oblige at school, Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that of ten lead to distorted perceptions of gender roles are reflected in the classrooms. (Marshall, 1997) Yet gender bias in education reaches beyond socialization patterns, bias is embedded in textbooks, lessons, and teacher interactions with students.This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the every day functioning of their classroom. In Myra and David Sadkers research, they say four types of teacher responses to students teacher praises, providing arbitrary feedback for a response teacher remediates, encouraging a student to correct or expand their answer teacher criticizes, explicitly stating that the answer is incorrect teacher accepts, acknowledging that a student has responded.The Sadkers found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. (Sadker, 1994) These findings are confir med by a 1990 study by Good and Brophy that noted that teachers dampen boys greater opportunity to expand ideas and be animated than they do girls and that they reinforce boys more for prevalent responses than they do for girls. (Marshall, 1997) Beyond teacher responses, special services in education appear to be apply more liberally to boys than to girls.Research shows that boys are referred for testing for gifted programs twice as often as girls, which may be because, giftedness is seen as aberrant, and girls strive to conform. (Orenstein, 1994) Boys represent more than two-thirds of all students in special education programs and there is a higher the proportion of malestudents receiving diagnoses that are considered to be subjective.While medical reports indicate that learning disabilities occur in nearly equal numbers of in boys and girls, it may be the boldness that, Rather than identifying learning problems, school personnel may be mislabeling behavioral problems. Girls wh o sit quietly are ignored boys who act out are placed in special programs that may not fill up their involves. (Bailey, 1992) Gender bias is also taught implicitly through the resources chosen for classroom use.Using texts that omit contributions of women, that tokenize the experiences of women, or that stereotype gender roles, further compounds gender bias in schools curriculum.While research shows that the use of gender-equitable materials allows students to have more gender-balanced knowledge, to develop more flexible attitudes towards gender roles, and to imitate role behaviors contained in the materials (Klein, 1985) schools continue to use gender- non-white texts Researchers at a 1990 conference reported that even texts designed to fit within the current calcium guidelines on gender and race equity for textbook adoption showed subtle language bias, neglect of scholarship on women, omission of women as developers of history and initiators of events, and absence of women from accounts of technological developments. (Bailey, 1992) Clearly the socialization of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls.What changes can be made to prepare a more equitable learning environment for all children? First, teachers need to be made mindful of their gender-biased tendencies. Next, they need to be provided with strategies for altering the behavior.Finally, efforts need to be made to competitiveness gender bias in educational materials. A study by Kelly Jones, Cay Evans, Ronald Byrd, and Kathleen Campbell (2000) used analysis of videotaped lessons in order to disclose teachers to their own gender-biased behavior.Requiring in-service programs to address gender bias in the classroom will make teachers more aware of their own behaviors As a teacher, I was struck by the Sadkers research on classroom exchanges and was forced to acknowledge the disproportionate amount of time and energy, as well as the different sorts of attention, I give to male students. (McCormick, 1995) Once teachers have recognized their gender-biased behaviors, they need to be provided with resources to help them change. In their study nidus on how the effects ofa gender resource model would affect gender-biased teaching behaviors, Jones, Evans, Burns, and Campbell (2000) provided teachers with a sovereign module aimed at reducing gender bias in the classroom.The module contained research on gender equity in the classroom, specific activities to reduce stereotypical thinking in students, and self-evaluation worksheets for teachers. The findings from this study support the surmisal that female students would move from a position of relative deficiency toward more equity in lend interactions. (Jones, 2000)This demonstrates that teachers who are made aware of their gender-biased teaching behaviors and then provided with strategies and resources to combat bias are better able to promote gender equity in their classrooms. However, beyond changing their own teaching behaviors, teachers need to be aware of the gender bias imbedded in many educational materials and texts and need to take steps to combat this bias.Curriculum researchers have established six attributes that need to be considered when trying to establish a gender-equitable curriculum. Gender-fair materials need to acknowledge and affirm variation. They need to be inclusive, accurate, affirmative, representative, and integrated, weaving together the experiences, needs, and interests of both males and females. (Bailey, 1992) We need to look at the stories we are telling our students and children. Far too many of our classroom examples, storybooks, and texts describe a world in which boys and men are bright, curious, brave, inventive, and powerful, but girls and women are silent, passive, and invisible.(McCormick, 1995) Furthermore, teachers can help students identify gender-bias in texts and facilitate critical discussion s as to why that bias exists. Gender bias in education is an insidious problem that causes very few people to stand up and take notice. The victims of this bias have been trained through years of schooling to be silent and passive, and are therefore unwilling to stand up and make hinderance about the unfair treatment they are receiving.Over the course of years the uneven distribution of teacher time, energy, attention, and talent, with boys getting the lions share, takes its toll on girls. (Sadker, 1994) Teachers are generally unaware of their own biased teaching behaviors because they are simply teaching how they were taught and the subtle gender inequities found in teaching materials are often overlooked. Girls and boys today are receiving separate and unequal educations due to the gendersocialization that takes place in our schools and due to the sexist hidden curriculum students are faced with every day.Unless teachers are made aware of the gender-role socialization and the b iased messages they are unintentionally imparting to students everyday, and until teachers are provided with the methods and resources necessary to eliminate gender-bias in their classrooms, girls will continue to receive an inequitable education. Departments of education should be providing mandatory gender-equity resource modules to in-service teachers, and gender bias needs to be communicate with all pre-service teachers.Educators need to be made aware of the bias they are reinforcing in their students through socialization messages, inequitable division of special education services, sexist texts and materials, and unbalanced time and types of attention spent on boys and girls in the classroom. Until educational sexism is eradicated, more than half our children will be shortchanged and their gifts lost to society. (Sadker, 1994) ReferencesBailey, S. (1992) How Schools Shortchange GirlsThe AAUW Report. New York, NY Marlowe Company. Jones, K., Evans, C., Byrd, R., Campbell, K. ( 2000) Gender equity training and teaching behavior. Journal of Instructional Psychology, 27 (3), 173-178. Klein, S. (1985) Handbook for Achieving Sex Equity Through Education. Baltimore, MD The Johns Hopkins University Press. Marshall, C.S. Reihartz, J. (1997) Gender issues in the classroom. Clearinghouse, 70 (6), 333-338. McCormick, P. (1995) Are girls taught to fail? U.S. Catholic, 60, (2), 38-42. Mulrine, A. (2001) Are Boys the Weaker Sex?U.S. News World Report, 131 (4), 40-48. ONeill, T. (2000) Boys problems dont matter. Report/ Newsmagazine (National Edition), 27 (15), 54-56. Orenstein, P. (1994) Schoolgirls Young Women, Self-Esteem and the Confidence Gap. New York, NY Doubleday. Reay, D. (2001) Spice girls, Nice Girls, Girlies, and Tomboys gender discourses. Girls cultures and femininities in the old classroom. Gender and Education, 13 (2), 153-167. Sadker, D., Sadker, M. (1994) Failing at Fairness How Our Schools Cheat Girls. Toronto, ON Simon Schuster Inc.