Equity in the Classroom

825 Words2 Pages
bulb-icon

Recommended: Essay on gender issues in mathematics education

Equity in the Classroom

The concerns regarding equity issues in math and science may seem minimal, but in reality are very large. Usually unintentionally, teachers pay more attention, and give more positive attention to boys in their classrooms. This is especially noticed in the areas of math and science. “Girls are equal to or ahead of boys in achievement” (Sadker, 1993, p. 67) in the early stages of schooling. So why do boys seem to do so much better in math and science in the later school years? Perhaps it is not that boys are just smarter than girls are. Studies have shown that teachers give boys more attention in the early and crucial years because they fear that the boys will fall behind in their school subjects, and that boys are more daring--more willing to take a risk and answer a question, even though it may be wrong.

Sadker, Sadker, and Stulberg (1993) pointed out that there are four basic teacher reactions: praise, criticism, remediation, and acceptance. Teachers also direct these reactions to certain students. Most often, boys are given praise and remediation. This gives boys better self-esteem, plus they are learning how to fix their mistakes. Girls are given criticism and acceptance. Acceptance is classified as okay or good. Acceptance is much different than praise, because praise is much more in depth. Girls get accustomed to hearing that their work is okay and they do not ever expect to do any better than okay. Therefore, girls have less confidence when it comes to school subjects, especially math and science.

So how does one create an equal atmosphere in their classroom? Sadker (1993) suggests that teachers desegregate their classrooms, move to several places around the classroom to t...

... middle of paper ...

...ne might think that more women might strive to get one, and actually earn one. These statistics make it clear that teachers need to encourage their students to do well in math and science. Girls need to realize that they can excel in their studies and really achieve the possible that is made to seem impossible.

Works Cited

a. North Central Regional Educational Laboratory Website (NCREL). (accessed on: 3/6/2001). Increase participation in mathematics. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/am1partc.htm.

b. North Central Regional Educational Laboratory Website (NCREL). (accessed on: 3/6/2001). Disproportionate number of women, nimorities, and the poor. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma1dspr.htm.

Sadker, M. & Sadker, D. & Stulberg, L. (1993). Fair and Square? Instructor, 3/93, 44-46 & 67-68.

Show More
Related

  • Analysis Of The Sociologist And The Movie Man

    700 Words  | 2 Pages

    He discusses the differences between boys’ and girls’ behavior in academics, “girls suppress ambition, boys inflate it” (432). Kimmel believes that girls do better in some academic areas, and males do better in others. He provides a logical explanation for rising test scores of girls compared to boys. Kimmel states, “Girls are more likely to undervalue their abilities, especially in the more traditionally “masculine” educational arenas such as math and science. Only the most able and most secure girls take courses in those fields.

    Read More

  • Charlotte Danielson Framework For Teaching

    1219 Words  | 3 Pages

    Carol Gerber Allred (Allred, 2008) describes strategies for improving classroom climate related to learning for the students, while enforcing a set of classroom expectations, informing students of their positive actions, infusing intrinsic motivation, encouraging positive behavior, connecting with students’ families and community, and being positive yourself (Allred, 2008). These strategies align with the attributes described in indicator 1a to foster respect for diversity, establish rapport, promote risk-taking and establish high

    Read More

  • Persuasive Essay: Say Yes To Single-Sex Education

    1228 Words  | 3 Pages

    It is a common phenomenon in coed schools that when an instructor asks a girl to answer a question in a science or math class, some boys always interrupt and answer that question correctly. Many girls at that moment may feel embarrassed, frightened, and even want to be invisible. In many cases, instructors do not punish the boys for their rude behaviors. As The learning environment and teachers’ attitude make girls feel pressure and decrease their Learning enthusiasm. As a result, girls and boys receive a different education even though they have the same class. In the U.S., the discrepancy in academic performance persists across gender. In order to close the gap and provide an equitable and quality education

    Read More

  • Does gender make a difference in education in America in the same way as in other countries?

    1593 Words  | 4 Pages

    The United Kingdom did a survey in 2003 where the objective was to identify gender issues in the academic performances of boys and girls during classroom laboratories. This study was done on adolescent children that explored the idea of what would be said about girls and boys who stated that they did or did not like science. The conclusion was predicted with the group of imaginary girls and boys. That is participants were to mark traits of girls and boys in their class that they did not know. Girls who liked science were found less feminine than girls who disliked science (Breakwell, Glynis; Robertson, Toby. 449). Oddly enough girls and boys who scored themselves did not give ratings that girls that liked science were considered less feminine. However, boys rated boys who disliked science more feminine. It appears that boys are pres...

    Read More

  • Gender Roles in Little House on the Prairie

    2315 Words  | 5 Pages

    Sadker, Myra, David Sadker, and Susan Klein. "The Issue of Gender in Elementary and Secondary Education." Review of Research in Education 17 (1991): 269. JSTOR. Web. 14 Mar. 2012.

    Read More

  • Reflections on Cooperative Discipline in the Classroom

    1959 Words  | 4 Pages

    The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.

    Read More

  • Social Inequality In Education Essay

    1193 Words  | 3 Pages

    This paper explores the way social inequality affects schooling. In a classroom setting, one student can be treated unequally just because of their race, ethnic background or religion. Taking notes from Purcell- Gates and Boykin, A.W. & Noguera, P., the topics of ethnicity and the achievement gap will be discussed in the event that all students should be treated equal. Also bringing in the topic of the “No Child Left Behind Act” introduced by former president George W. Bush in 2001 and was signed into law in 2002. For a long time, social inequality places a negative effect on schools around the country. The common urban verse suburban educational battle has been going on for way to long and there is a fix that needs to be made.

    Read More

  • Educational Equity

    1191 Words  | 3 Pages

    Develop an argument on or some ideas of understanding about curriculum as multicultural text by relating the works of Darling-Hammond, French, & Garcia-Lopez, Delpit, Duarte & Smith, Greene, Nieto and Sletter to your experience of curriculum, teaching, and learning as affirming diversity. You could think specifically about the following questions: Is there a need for diversity in curriculum studies and designs? Why? What measures do you think will be effective in incorporating such a need into curriculum studies and designs? What is the relevance of diversity to your career goal, to education in your family, community, and school, to education in Georgia, and to education in general? In which way can you develop a curriculum which helps cultivate empathy, compassion, passion, and hope for citizens of the world, and which fosters social justice?

    Read More

  • What Is The Gender Gap In STEM

    1702 Words  | 4 Pages

    Some boys around the age of seven, are reported to believe that their male peers are better at math than fellow female students. As for girls at this age, believe that both male and female students are equally capable in math, until the age of 10. This is where female students begin to believe that males students are better in the math areas. However, during adolescence years, boys begin to agree that girls and boys are equally good at math, as girls continue to state males are more successful in math (Saucerman and

    Read More

  • Diversity in the Classroom

    899 Words  | 2 Pages

    The advantages of diversity in classrooms promote positive images for United States of America in terms of the status quo, and it promotes rich experiences for students and teachers. In terms of status quo, diversity in classrooms challenges America’s status quo. It challenges America’s status quo by breaking the standards of American classroom traditions. Back in the days, the typical American classroom were taught by white women and white men, filled with white students. They all came from the same background, culture and economic status. There is no wrong in having people of the same culture, and race come together in one classroom, but students and teachers do not gain as much opportunities or rich experiences as they would if they were surrounded by diverse stude...

    Read More

  • Same Sex Schools

    1630 Words  | 4 Pages

    Girls tend to doubt themselves, while boys think they can do anything. Boys need to be brought down from the clouds while girls need to be dug out of a hole (Mullins 3). David Chadwell says, "Structure and connection are two key concepts when examining gender in the classroom. " All students certainly need both, but it seems that teachers need to consider the issue of structure more with boys and the issue of connection more with girls" (7). And Kristen Stanberry’s research has shown, "Some research indicates that girls learn better when classroom temperatures are warm, while boys perform better in cooler classrooms.

    Read More

  • Equity in the Workplace

    791 Words  | 2 Pages

    Employment, Inc is committed to a policy, as stated by the Federal Employment Equity, of achieving equality in the workplace so that no person is denied employment opportunities, pay or benefits for reasons unrelated to ability. Employment, Inc is therefore committed to equal employment opportunities, as stated by the Civil Rights Act of 1964, for all applicants and employees without regard to age, race, color, religion, national origin, sex, physical or mental disability or any other unlawful grounds. In order to ensure an equitable workplace, Employment, Inc abides by a number of objectives as required by law. These objectives consist of::Workforce Survey - a collection of data on existing employees and determine those that fall into one of the designated categories.

    Read More

  • The Many Benefits of Single-Sex Classrooms

    1333 Words  | 3 Pages

    Students are more focused and therefore have better test scores in single-sex classrooms. Although stereotypes are formed because of separating genders, a study in the 2009 British Educational Research Journal concluded that in single-sex classrooms, girls achieve more in math and science while boys achieve more in English (Kwong). Stereotypes have been developed early on of what girls and boys are more proficient at. Naturally girls are better at English; boys, math and science (compound sentence: elliptical construction). Single-sex classes encourage girls to pursue more in science and math and boys in English because it takes away gender stereotypes. If a boy and a girl are in the same science class working together, the girl becomes the scribe to write down data while the boy is doing the experiment (Kwong). Math and scien...

    Read More

  • Equality of Opportunities in Education

    1424 Words  | 3 Pages

    To me, equality of opportunity in public education is where every single person deserves and is entitled to an equal chance to obtain a good education, grow and make positive progress throughout their time in school, and be successful in reaching their full potential later in life. These people should be treated identically, not differently due to their gender, ethnicity, or socioeconomic status.

    Read More

  • The Importance Of Fairness In The Classroom

    1183 Words  | 3 Pages

    Promoting fairness in the classroom not only gives the teacher respect but also gives the students a sense of safeness and trust within the classroom. Creating an environment that revolves around fairness, trust and respect will be beneficial to all of the children in the class. The terms respect and trust are pretty straightforward. There doesn’t need to be a debate on what those two mean, but the same cannot be said for fairness. When one usually hears the word “fair” it is often looked at as synonymous to the term “equal” but the two are not the same, especially in a classroom setting. The term fairness on the classroom level means that the individual students are given what he or she may need in order to be successful; fairness does not

    Read More

More about Equity in the Classroom

Open Document