Gender Inequality: Boys vs. Girls
Sex-role stereotyping creeps into the life of the school throughout the entire day. In elementary schools every subject children learn and every period they experience can contribute to preserving out-moded, sex-biased attitudes and limitations. (Shapiro, et.al., 1981) Bias books represent girls and boys in different roles. Gym classes have boys lifting weights for strength and girls involved in aerobics for flexibility. Math classes contend girls against boys on games like math jeopardy. History presents men in leadership positions and women in supporting roles. Every child knows by school age what male/female role expectations are. A male should be strong, silent, logical, brave, and competitive. A female should possess entirely different sets of standards. She should be dependent, intuitive, emotional, and unassertive. (Shapiro, et.al., 1981) Teachers raised in the same societal norms rarely consciously address these issues of sex stereotypes and teach boys and girls according to these expected norms.
Boys vs. Girls issues regarding behavior and teacher feedback
Numerous studies have shown that boys get teachers attention by being straightforward and unreserved. Boys get more praise from teachers. Girls and boys receive different feedback from teachers. Teachers mark girls’ work as either correct or incorrect, but provide boys with more detailed explanations about how they can improve upon their performance. (Gray & Leith, 2004) This empathetic approach to teaching boys is often explained by the fact that boys are more likely than girls are, to be diagnosed with ADHD, drop out of high school, commit murder and commit suicide. (Wermers, 2004) Therefore boys continue to receive mo...
... middle of paper ...
...technology networking students in new ways.
Leo, J. (1994). De-escalating the gender war. U.S. News. Retrieved November 18, 2004 from Internet. http://www.keepmedia.com/acct/QuickRegSubmit.do
This article examines the whole point of our gender system today in regards to its use to maintain structured gender inequalities to produce a subordinate class. The idea that Boys/men are thought of as oppressing sex and girls/women thought of as victims.
Wermer, J. (2004). A return to roots: Isolating boys in single-sex programs grows more common. Richmond Times, pp.4. Retrieved September 21, 2004 from Internet. http://www.timesdispatch.com/servlet/Satellite?c=MGArticle&cid=1031775244480&page
This article is concerning a possible solution to the problem of gender inequality in the classroom. How boys and girls could benefit from the single-sex school experience.
“I intend to judge things for myself; to judge wrongly, I think, is more honorable than not to judge at all.” What author Henry James meant by this was that it is better to make up one’s mind and have an opinion than to remain complacent, such as the case of Mary Anne Warren. Warren’s arguments for abortion’s possible permissibility are lacking in substance. The aim of my paper is to discuss Warren’s insufficient criteria for personhood and address the problem with her concept of potential personhood.
In Dan Marquis’ article, “Why Abortion is Immoral”, he argues that aborting a fetus is like killing a human being already been born and it deprives them of their future. Marquis leaves out the possible exceptions of abortion that includes: a threat to the mom’s life, contraceptives, and pregnancy by rape. First, I will explain Marquis’ pro-life argument in detail about his statements of why abortion is morally wrong. Like in many societies, killing an innocent human being is considered morally wrong just like in the United States. Second, I will state my objection to Marquis’ argument through examining the difference between a human being already born future compared to a potential fetus’s future. Thus, Marquis’ argument for his pro-life
Orthopoxvirus variola is the virus responsible for the well-known smallpox disease. It belongs to the Poxviridae family which is further split into the subfamilies Entomopoxivirinae which only affects insects, and Chordopoxivirinae which infects vertebrae (Hughes). It is in group one of the Baltimore Classification since it possesses double-stranded DNA. This group also includes viruses in the Herpesviridae family, certain bacteriophages, as well as the mimivirus. The linear genome consists of approximately 186 kb pair and, like all orthopoxviruses, is about 200 nm in diameter (Li; Riedel). Virus particles may be enveloped, but the majority will be nonenveloped when released from a lysed cell, ready and capable to affect another. Extracellular enveloped viruses evolve from their precursors intracellular enveloped virus and cell-associated enveloped virus and contain proteins that aid the virus in neutralizing host cell antibodies to enhance virus spread (Smith). Entrance into the host cell may be accomplished by fusion of endocytosis, contingent on the particular strain. Host cell cytoplasm is the site of poxvirus replication, therefore host nuclear enzymes are unavailable to the virus; to overcome this, DNA-dependent RNA polymerase enters the host with the virus (Hughes).
The following essay will examine the morality of abortion with specific reference to the writings of Don Marquis, Judith Jarvis Thompson, Peter Singer and Mary Anne Warren. I will begin by assessing the strength of the argument provided by Marquis which claims that abortion is impermissible because it deprives a being of a potential “future like ours,” and then go on to consider the writings of Singer, Thomson and Warren to both refute Marquis claims and support my assertion that abortion is morally permissible primarily because of the threat to the freedom and bodily autonomy of women extending the right to life to a foetus in utero would pose.
Mary Anne Warren’s “On the Moral and Legal Status of Abortion” describes her justification that abortion is not a fundamentally wrong action for a mother to undertake. By forming a distinction between being genetically human and being a fully developed “person” and member of the “moral community” that encompasses humanity, Warren argues that it must be proven that fetuses are human beings in the morally relevant sense in order for their termination to be considered morally wrong. Warren’s rationale of defining moral personhood as showcasing a combination of five qualities such as “consciousness, reasoning, self-motivated activity, capacity of communication, and self-awareness” forms the basis of her argument that a fetus displays none of these elements that would justify its classification as a person and member of the morally relevant community (Timmons 386).
In the Washington post, the essay “Why Schools Are Failing Our Boys” relates to the study of the “boy problem” Fink’s concern is that boys have a harder time in school, causing them to drop out or not go on to college. I agree with Fink’s concern because of the mistreatment of genders and the pressure put on students as a whole. Based on class readings, it has been illustrated that throughout history boys felt as though school made them feel less masculine. From what I have personally seen in school, boys are constantly being told to “man up”. I feel as though boys are expected to act a certain way, and all students are expected to conform to a certain type of learning.
The permissibility of abortion has been a crucial topic for debates for many years. People have yet to agree upon a stance on whether abortion is morally just. This country is divided into two groups, believers in a woman’s choice to have an abortion and those who stand for the fetus’s right to live. More commonly these stances are labeled as pro-choice and pro-life. The traditional argument for each side is based upon whether a fetus has a right to life. Complications occur because the qualifications of what gives something a right to life is not agreed upon. The pro-choice argument asserts that only people, not fetuses, have a right to life. The pro-life argument claims that fetuses are human beings and therefore they have a right to life. Philosopher, Judith Jarvis Thomson, rejects this traditional reasoning because the right of the mother is not brought into consideration. Thomson prepares two theses to explain her reasoning for being pro-choice; “A right to life does not entail the right to use your body to stay alive” and “In the majority of cases it is not morally required that you carry a fetus to term.”
Brooks argues that male and female brains work and experience things differently. He suggests that this theory is also the reason as to why young girls are surpassing their male counterparts in school settings. He incorrectly assumes that by separating males and females, males will be allowed to break free from gender stereotypes. Brooks strengthens his argument with results of brain research on sex differences. But, Brook’s argument is unpersuasive. He categorizes all young males, and suggest that single sex-schools are the best solution for them. He wants to apply a black-and-white solution to something that is just not that simple. While Brooks uses comparisons and surveys to convince the reader, his argument simply does
Taking on another approach to teaching boys and girls will be on the right track to improving behavior in children. According to The Goodman Research Group, “88% of students say they would repeat their experience, 83% say they are better prepared for college, and 13% intended t...
There are many arguments for and against abortion one main focus is whether or not the fetus is a person. For this essay I will only be analyzing and discussing two philosophers with two different arguments, who are for and against abortion, with neither of them focusing on whether or not the fetus is a person. First I’ll examine the argument Judith Jarvis Thomson concludes, in the cases of pregnancy due to rape, in her article entitled “A Defense of Abortion.” I’ll explain how she argues for abortion being morally permissible in cases of rape and will indicate one problem with her argument. Then in Don Marquis 's article entitled "Why Abortion is Immoral." I will explain how he argues that abortion is immoral and will also indicate one problem with his argument. Lastly, I will give my opinion on who I think may have the stronger argument of the two.
In this paper, I will discuss the pro- abortion argument presented by Judith Thomson. The main idea of Thomson’s argument is that abortion is morally permissible. In supporting her position, Thomson presents several arguments regarding the implications of the right to life that she believes the anti- abortion might have dwelled on. As I explain her arguments, I will also attempt to criticize her view on the topic.
The ethics of abortion is a topic that establishes arguments that attempt to argue if abortion is morally justified or not. Philosopher Judith Jarvis Thomson wrote a pro- choice piece called “A Defense of Abortion.” In this paper, she presents various arguments that attempt to defend abortion by relating it to the woman carrying the fetus and her right in controlling her body. On the other side of the spectrum, philosopher Don Marquis wrote a pro- life paper called “Why Abortion Is Immoral.” Ultimately, Marquis argues that abortion is immoral with rare exceptions because it is resulting in the deprivation of the fetus’s valuable future. He supports his paper by creating the future-like-ours argument that compares the future of a fetus to the
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.
Girls are seen as caring, nurturing, quiet, and helpful. They place other’s needs above their own. Girls get ahead by hard work, not by being naturally gifted. Boys are seen as lazy, but girls are seen as not capable. In class, teacher will call on boys more than they call on girls. Boys are seen as better at math and science; while girls are better at reading and art. This bias is still at work even out of the classroom. There are more males employed at computer firms than women. The ratio of male to female workers in STEM fields is 3-1. In college, more women major in the humanities than in the sciences. In education, women are often seen as lesser than; even though 65% of all college degrees are earned by women. Women are still often seen as needing to be more decorative than intellectual, as represented by the Barbie who included the phrase, “Math is hard!” and the shirt that JC Penneys sold that said, “I’m too pretty to do homework, so my brother has to do it for me.” While there was a backlash on both items, it points out that there is a great deal of work to do on the educational gender bias to be
...appy. With the difference in gender, both a male and female teachers' exposure to society's youth is critical, and male teachers are just as important as females in the educational field.