Analysis Of Michael Parkay's 'Becoming A Teacher'

In the text, Becoming a Teacher, the author reflects on why gender is included as a dimension of multicultural education, which is defined by Parkay (2016), “multicultural education is committed to the goal of providing all students – regardless of socioeconomic status; gender; sexual orientation; or ethnic, racial, or cultural backgrounds – with equal opportunities to learn in school” (p. 291). These cultural dissimilarities between the genders are created by the expectations society stereotypes them to follow. As Parkay explained in the text, “through sex role stereotyping, families, the media, the school, and other powerful social forces condition boys and girls to act in certain ways regardless of ability or interests” (2016, p. 296). According to this, students are categorized by society standards, which

One of the most important movement was called Title IX. It protects every student from sex discrimination, as well as permitted women with the opportunity to equally participate in educational and academic programs. Women were granted with the same “equal opportunities to participate and benefit from the availability of coaches, sports equipment, resources, and facilities” (Parkay, 2016, p. 291). Following Title IX, women’s rights were enhanced in 1974 with the approval of the Women’s Educational Equity Act (WEEA). This act, as described in the text, allows women with expanded programs such as math and science, reduction of gender stereotypes within curriculum, increased administration, career programs for minority, rural, and disabled women, as well as an increase in opportunities in the classroom and in the future, and finally an boost to increase participation in athletics (Parkay, 2016, p. 297). Title IX and the WEEA were very significant for the movement towards equality within the education