As I browsed Georgia Tech’s website, I discovered an immense number of opportunities that are offered to students to get involved with innovation and entrepreneurship. In particular, I was very intrigued by the programs listed under the “Idea Incubation” page. Of these, the “GT VentureLab” program caught my attention because as I read the description, I started imagining how I could incorporate my ideas and creations into being used at a large, real-life company. While I researched these programs, I realized that Georgia Tech isn't only a place where dreams are created, but a place where dreams become reality. Evidently, Georgia Tech is an institution where I can cultivate my ideas and be given the opportunities to pursue my ambitions and make change in the lives around me. …show more content…
However, what I didn’t know, that was as daunting as the curriculum itself, was that I would be 1 of 3 girls in a class of 30 students. As I walked into class on the first day of school, my discomfort only grew when my teacher seated me with 6 unfamiliar boys. Initially, I was anxious about whether I belonged in that class. However, after doing well on the first test, I realized that because I was a girl didn't mean my male classmates were any more capable. It didn’t mean that I couldn’t work with them through problems and give my input. This new mindset dissolved my insecurity and enabled me to focus on learning. Now, as a senior, I’m proud to be 1 of 2 girls in my AP Java
Finding a way to extend what I had learned at the undergrad level is extremely important. The answers that I’m looking for in regards to gender will only be found by pursuing a graduate degree.
Kleinfeld, Judith. "No Map to Manhood: Male and Female Mindsets Behind the College Gender Gap." Gender Issues 26, no. 3/4 (December 2009). Academic Search Premier, EBSCOhost (accessed October 22, 2016).
The authors, Jenna Johnson and John Wagner, seem to sympathize with the students. They include details like how a male student “openly
As many people have told me before, it is a very different ballgame than middle school’s easy going years. There is much more work, the classes are harder, and the environment is completely different. Many people’s grades may slip and they may cower in fear at the barrage of assignments they receive class after class. Unlike other people, I am confident in my ability to excel at all classes and to sustain exemplary grades. Therefore, while many are trembling in fear at the prodigious assignments and work is bombarding them from all angles, I will be at ease, knowing that whatever obstacle is thrown my way, I will conquer it and be its own
Nathan, Rebekah. My freshman year: what a professor learned by becoming a student. Ithaca: Cornell University Press, 2005. Print.
Rankin, S., & Beemyn, G. (2012). Beyond a Binary: The Lives of Gender- non conforming youth. About Campus, 17(4), 2-10.
"Ways That Males and Females Are Treated Differently." Mills College: Personal Pages Directory. Web. 20 Mar. 2011. .
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.
The theme of the first semester of my senior year at Bryn Mawr College, although I have lacked any gender coursework in my first three years of semesters, unexpectedly heavily involves the collision of the science, literature, and politics of gender. As my most last minute, haphazard schedule of any semester ever, on the next to last day of the shopping week period, I found myself adding two gender studies classes to my schedule. One entitled Advanced Topics in Developmental Psychology for my Psychology minor, and the other entitled, Interdisciplinary Perspectives of Sex and Gender. Both classes, although very different in their methodology - (one placing a profound importance on precision, cautious and careful experiment design, and the other on "stories" both individual and collective, and their relation to society) - hoped to find the "real" gender problems, look at them with the attention they deserve, and encourage some kind of dialogue for change.
Libit, H. Summer curricula bridge gender gap programs encourage girls’ interest in math, science, technology. (August 13, 2001)
The information acquired over the semester, whether through text or visual media, vividly brought the importance of knowing how one’s gender is identified and developed.
Lane, Ruth. 2007. “Book excels in gender issues: Encourages student in identifying, coping during changes.” The Spectator, September 27, 6B.
Westland, Ella. "Cinderella In The Classroom. Children's Responses To Gender.." Gender & Education 5.3 (1993): 237. Academic Search Premier. Web. 11 Nov. 2013.
Instructors of a class need to observe their students to notice which gender type are speaking out more in classroom discussions, and find out if their classroom fits the standards of a male dominated talking classroom. If an instructor finds their classroom fits the mold they should seek a new method that aims at males and females to receive an equal opportunity, or use different methods that some males prefer, and some that females like better. Following advice from Krupnick, “Teachers should learn each student 's name and make sure to use names frequently, so that all students know they are recognized members of the class” (373). Making all students feel comfortable in class leaves the students more relaxed and could leave students feeling comfortable to contribute during classroom discussions.
Maccoby and Jacklin (1974) asserted that three specific cognitive abilities, verbal, quantitative, and visual-spatial, were at the core of gender differences. Their findings were the genesis of a whirlwind of studies designed to further research cognitive thinking and its relationship to gender differences, including mathematical problem solving (Zhu, 2007). In a separate study, Fennema and Sherman (1976) took a different route and first introduced the topic of gender stereotypes in school by measuring a student’s perception of his parent’s and teacher’s view of his ability to succeed in math, and the student’s attitude, confidence, and anxiety toward his own learning ability in math. They found that high school students felt that boys w...