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Research proposals on gender issues in education
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The sophomore service learning group has an overarching theme of gender issues. Our group will be specifically focusing on self confidence, body positivity, and identity acceptance. One of the things we want to do is to spread positivity to young boys and girls in the Salem Academy lower school. Middle schoolers are very impressionable and now is the best time for them to learn to love themselves and others. How young boys and girls view themselves now, will impact and influence them for the rest of their lives, so it is crucial that self worth and self love is established now. When we were in middle school, the class of 2019 was very passionate about social justice and self love, but we never had an outlet. We want to educate middle schoolers
“Men are from Mars, women are from Venus” as the famous saying of John Gray goes. It is believed men and women are nothing alike in almost every aspect. In Deborah Tannen’s essay “Gender in the classroom: Teacher’s Classroom Strategies Should Recognize that Men and Women Use Language Differently” she focused on how men and women differ when it comes to communicating, with emphasis on how it effects to how men and women behave in the classroom.
“Do I have to go? I mean, it’s not required for me to finish high school or anything. It’s just something you want me to do,” I pleaded with my parents. “Yes you have to go and there’s no way you’re going to get out of it either. It’ll be a good experience for you, and you might even make some new friends,” my father replied. Tomorrow I was going to HOBY, which stands for Hugh O’Brian Youth Leadership Seminar. It is specifically for sophomores in high school and I was chosen to be one of the candidates to represent my school for the year twenty fifteen. There are many HOBYs around the United States, but I was going to HOBY Ohio West located at the Ohio Northern University in Ada, Ohio. The seminar started on June fourth and concluded on the seventh. This was a four day event and I wouldn’t see my family for two of the days. I had just turned sixteen in April and I had never stayed more than an hour away from my family for a night or two. It was very nerve-wracking for me, but I had to go no matter what. Little did I know that this experience would make me into the more confident young woman I am today.
The mission of Girls Inc, as stated on their website is, “to inspire all girls to be strong, smart and bold” (girlsinc.org, 2014). This mission statement can be seen on nearly every publication and public image, it has remained central to the organization, and it continues to be a driving force in the future of the organization. The vision of Girls Inc is “empowered girls and an equitable society,” (girlsinc.org). Girls Inc. has also developed a Girls Bill of Rights, which states that the girls have the right to: “1) be themselves and resist gender-stereotypes, 2) express themselves with originality and enthusiasm, 3) take risks, to strive freely, and to take pride in success, 4) accept and appreciate their bodies, 5) have confidence in themselves and to be safe in the world, and 6) prepare for interesting work and economic independence” (girlsinc.org).
Oklahoma Girls State was the experience of a lifetime. I made lifelong friends, I abandoned my comfort zone, I learned so much about our great nation, and I was pleasantly surprised by what the program did for me personally. However, the one thing I noticed was that some girls didn’t have as enjoyable of an experience as I did due to the fact that they are exceptional leaders in a way that wasn’t appreciated at Girls State as much as it could have been. I believe that finding a way to help the girls who weren’t as bold have a better experience could enhance the program by a landslide.
The program is an emotionally challenging one: apart from teaching the foundations of counseling skills, the CILT directors encourage an opening of one’s true self that often involves breaking down the gender fronts kids bring with them. Thorne argues that “boys’ social relations tend to be overtly hierarchical and competitive” (92). The program does not encourage this type of social interaction. Rather, the program chooses to emphasize the emotions in personal relationships and self-disclosure typical of girls’ social relationships (94). After two weeks of learning, sharing, and growing within the camp context, the males’ social relations operate similarly to the females’ because there is no threat of being socially outcast for adopting the behavior values of the other gender. That is to say, the males have become bicultural along gender lines. Just as teasing (as Thorne points out) dissuades cross-gender interaction, social pressure outside camp plays a similar role in limiting males’ expression of things seen as feminine, such as sharing feelings (54). For an age group faced with many social anxieties, extinguishing the fire at the end of the session is an essential tool of anticipatory socialization used to recreate the male gender identity necessary for acceptance in the outside male social world.
Sonnenblick, Melissa D. "The GALLS Club: Promoting Belonging Among At-Risk Adolescent Girls." The School Counselor 44 (1997): 243-245.
Do humans let their gender define their capability to learn? In the “The Gender Gap at School,” David Brooks talks about how “Male reading rates are falling three times as fast as among young women’s” (Brooks 391), because teachers are not providing equal reading interest in both genders. However, gender does not play a role in males capability to succeed in their education for reading. “The problem with gender is that it prescribes how we should be, rather than recognizing how we are” (Adichie).
I began by tutoring at the Boys and Girls Club (BGC) and eventually became a teacher at the boys and girls club. The focus of my continued volunteer work was to enrich the children’s after school experience whether they needed help with homework or busy work. During my volunteer work the issue that stuck out in my mid continuously was social class or classism. The BGC emphasizes many different issues and points such as “creating aspirations for the future,” “Helping youth become responsible, caring citizens and acquire skills for participating in the democratic process is the main thrust of these programs and also to develop leadership skills and provide opportunities for planning, decision-making.” BGC encourages kids to engage in healthy and positive behavior as well as to help the youth build and discover creativity in the arts “Club programs help develop fitness, a positive use of leisure time, reduction of stress, appreciation for the environment and social and interpersonal skills.” (bgca.org)
Public /Private Ventures. (1995b) Morrow, Kristine and Melanie Styles. Building Relationships with Youth in Program Settings. May 1995. Philadelphia.
...ple teachers and school personnel. “Like all of us, these students need to believe in themselves and to feel successful in their daily lives” (Albert, 2003).
In his article, “The Gender Gap at School,” David Brooks scrutinizes common gender roles and introduces the idea that biological factors may play a role in human development. He begins his essay by analyzing the three gender segregated sections in any airport, which include the restrooms, security pat-down areas, and the bookstore. He goes on to explain that the same separation occurs in the home. Brooks includes a study given to nine hundred men and women who were asked to name their favorite novel. The study determined that men preferred novels written by fellow men, whereas women favored books written woman.
In this article, Shaw and Lee describe how the action of labels on being “feminine” or “masculine” affect society. Shaw and Lee describe how gender is, “the social organization of sexual difference” (124). In biology gender is what sex a person is and in culture gender is how a person should act and portray themselves. They mention how gender is what we were taught to do in our daily lives from a young age so that it can become natural(Shaw, Lee 126). They speak on the process of gender socialization that teaches us how to act and think in accordance to what sex a person is. Shaw and Lee state that many people identify themselves as being transgendered, which involves a person, “resisting the social construction of gender into two distinct, categories, masculinity and femininity and working to break down these constraining and polarized categories” ( 129). They write about how in mainstream America masculinity and femininity are described with the masculine trait being the more dominant of the two. They define how this contributes to putting a higher value of one gender over the other gender called gender ranking (Shaw, Lee 137). They also speak about how in order for femininity to be viewed that other systems of inequality also need to be looked at first(Shaw,Lee 139).
When discussing the meaning of gender identity, each and every person has a different view and perception. Most times, these views are instilled upon them throughout their childhood whether they are fully aware of it or not. As a result, some children feel forced to conform to the stereotypical gender roles and identities defined by society. For me, however, that was never a problem.
Gender stereotypes are very prevalent in today’s early childhood classrooms with societal expectations playing a significant role in generating the negative outcomes of both sexes (National Union of Teachers, 2013, p. 4). These societal expectations perpetuate inequality and become apparent through various interactions, messages and materials as well as through professional documentation such as the Australian Curriculum or the Early Years Learning Framework (EYLF) (Siraj-Blatchford, 2004, p, 22). This type of inequality disadvantages students creating restrictions on the possible opportunities they can encounter throughout life as well as impacting on their self-esteem and relationships (Siraj-Blatchford, 2004, p, 22) (National Union of Teachers, 2014, p, 3).
The way in which we teach our kids is one of the most important issues we face today. Most parents want what’s best for their kids and that starts with education. Education is a major factor and some people have different beliefs. The children that are currently in schools right now will someday be running this country. Education plays a big role in teaching kids, bringing kids together, and making our world better. In order to teach students in the best way possible we must do what is best for them. Putting the students first should always be the main priority. Providing equal and productive education is a way to help our children succeed. The option is whether or not we want our kids to be in classes with the opposite gender or have classes