Describe the changes and revisions you made to your proposal along the way:
When I first created this proposal it was because of the large amounts of sexual assault issues that I have heard in the news. I wanted to figure out a way to prevent people from being assaulted because most high school and college students are just taught how to say no to sexual activities but not taught how to defend themselves if the perpetrator gets violent. I thought the best way to do this was through self defense classes because if people have the confidence to defend themselves against a violent person, they have a smaller chance of being attacked. At first I was not sure where the classes should be taught in the high school curriculum, but I ultimately decided it should be added to the physical education curriculum because it fit in there best. At first, I
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However, after receiving advice from fellow caucus members, I added more information on how self defense classes are beneficial in general. Examples of this are whereas clauses I added including, “training in self defense helps people develop more confidence in themselves and their surroundings.” Another large issue I had when creating this proposal was how to structure the actual class. Many caucus members as well as my consultants had differing views on this idea. At first, I decided to completely segregate the classes because as a girl myself, I thought I would be more comfortable learning to fight if I was not around boys. This is because boys are often thought of being more
Tough Guise also backs the point that gender performance is a very culture heavy. The main point to tie in with the class would probably have to be that the way these men act is because of a cultural construction of gender that states that all men are supposed to be violent or aggressive. This then sweeps the main issue of cultural conditioning under the rug. All in all, Tough Guise 2 was an enlightening and interesting video. I would strongly suggest that everyone watch this film at least once because it provides such heavy insight into how we shape each other’s
These cadet’s moral issues against women and them self’s steamed from the oppression that they suffered at the hands of the college’s relentless ego shattering and extreme hazing that would come from the seniors to the knobs. Right from the start of their schooling these men are subjected to horrendous prolonged unjust treat meant where they are told that masculinity is now a way of life. Treatment that was so unforgiving that these men could not even walk away with a clear really of who they were any more instead they would pay attention to the social cues around them and as a result they conform, and obey there male dominating leaders. Then with some hope of regaining some control in their lives they lash out to other class mates this motivational treatment affects any one around them regardless of gender as long as they were seen as weaker. These men were forced to not only play the role of the female, but also that of male causing gender confusion for many of these cadets. By forcing these young men to not only shower together in non-stalled showers and to relay on each other to dress each other with the proper shirt tuck and do all the domestic house work it at times even being dresses as women during etiquette-training, created a highly dysfunctional reality for these young men that they should
Vladutiu, Catherine J., Sandra L. Martin, and Rebecca J. Macy. "College- or University- Based Sexual Assault Prevention Programs: A Review of Program Outcomes, Characteristics, and Recommendations." Trauma, Violence, & Abuse. SAGE, n.d. Web. 5 Nov. 2013. .
Historically, women have been excluded from combat roles. On the surface, it is because men, who have always thought of themselves better and stronger than women, believed that females could not handle the responsibility of holding a combat position and women are rupturing the socially constructed gender norms that were set in place. According to Nicole Dombrowski, “no other topic concerning women’s role in war creates as great a debate as the question of women’s active participation in combat units.” The benefits for the expansion of women’s roles in the military advantage not only the women but the military as well. In comparison, the drawbacks of expansion of women’s roles are usually disadvantages to the men within the military.
Gender equity issues are virtually ignored in most university level education classes and any strategies created to decrease gender-biased classroom behavior are basically non-existent. Most efforts to remove this problem are geared toward working teachers when the focus needs to be on the upcoming generation of teachers presently in school (Miller, 2001).
We all have the means and capability to make a change in this world for the better of sexual assault. Whether it be reporting the incident, the victim retelling his or her story to those who’ll listen, or forming groups against any mean of sexual assault. This would greatly help indeed, but take this into consideration; what will happen if such a thing were never to be done? That being the case, we would more than likely suffer in the long run for having much more campus attenders being violated and sexually assaulted. Especially for our known individuals who’re attending schools for semesters; we’re basically saying that we could care less about the wellbeing of our friends, family, and associates who are by themselves on campuses; that if they get sexually assaulted, it’ll be their own faults. In actuality, the fault will have been ours. We don’t want that, do
“Numerous studies have estimated that there are anywhere from 800,000 to 2.5 million defensive gun uses every year in the United States. According to a widely cited study by Gary Kleck, a criminology professor at Florida State University, there are 2.2 million to 2.5 million defensive gun uses annually. A sample of those cases revealed that 8.2 percent were defenses against attempted rape and sexual assault, and 30.4 percent were defenses against other types of assault” (Expanded On-Campus Gun Rights). When establishing the gun-free zones that are currently in place at many campuses around the United States, only ensures occupants of these zones are essentially helpless against an aggressor who is willing to break the law. In allowing a controlled, concealed handgun in this area, students would able to protect themselves from someone who intended to cause harm upon them with a firearm, thus causing the perpetrator to reassess his current
Education is a potent institution used to reinforce gender differences. In our reading we found that children are much more likely to separate themselves at school in gender categories than in their neighborhoods. As Barrie Thorne points out in her book Gender Play, “Apart from age, of all the social categories of the students, gender was the most formally, and informally, highlighted in the course of each school day” (pg 34). I feel that many experiences in elementary school have reinforced my gender outlook. I spent much of my time in elementary school racing the boys and biting my nails to show I wasn’t scared to “break a nail” and never wearing a dress. Recess was a fight for me half the time. I didn’t like the connotation of being called a “girl.” Now I realize that I was trying to oppose the gender role I was expected to perform, yet eventually I grew out of that “phase” of fighting against the norm and joined the ranks of the girls. I moved from the field, to the bars and jump rope. I see now that the change I went through was just giving in to the reinforcement around me to be feminine. Instead of fighting against the grain, I chose the easy road by...
...l of the education I have described for women. Rape is not the women's fault. Because of this, I believe that men should also have to go through a date rape awareness program. In order for acquaintance rape percentages to fall, "men must be portrayed as part of the solution, not just the source of the problem, of date rape. Men are effected by rape myths as much as women are. The myths must be clarified and borderlines drawn. If men are included, perhaps miscommunications will decrease and acquaintance rape will not be as frequent. I think it should be a required portion of first-year student orientation. The knowledge should be given out before the students have to use it. At these sessions, counseling numbers should also be distributed in case the are needed during the college years. Women should know that help is always available and where to find it.
...end the classes, and only received brochures and a brief information session was 10%. This shows how effective an interactive education course is and how it can help drastically lower the amount of sexual assault that occurs.
According to a statement addressing the sexual victimization of college women The Crime and Victimization in America states that, “ One out of four women will be sexually assaulted on a college campus.” This disturbing fact has not minimized throughout the years, instead it is continuing to worsen throughout college campuses. Sexual assault is not an act to be taken lightly. Society must stop pinpointing the individuals who commit these crimes one by one, but rather look at the problem as a whole and begin to understand the main cause of sexual assault and possible methods to reduce these acts of sexual coercion.
Education was sex segregated for hundreds of years. Men and women went to different schools or were physically and academically separated into “coeducational” schools. Males and females had separate classrooms, separate entrances, separate academic subjects, and separate expectations. Women were only taught the social graces and morals, and teaching women academic subjects was considered a waste of time.
Learning about gender-equity issues simply by reading or hearing about them is not the same as seeing, thinking about, and reflecting on examples of them. In a 1997 article, Levin and Matthews explain that teachers and teacher educators need to be made aware of gender-equity issues in the classroom so they can encourage both boys and girls to take an interest in math, and science. Levin claims that teacher education programs have inadequately prepared teacher to address gender-equity issues. I think that it is easy to overlook the gender bias in your classroom. I think that self-assessment is necessary in determining treatment of all members of the classroom. Teachers should distinguish between strategies which favor or oppose certain groups, and should influence policy makers to provide equal opportunities for learning (Underhill, 1994).
Today, there is much heated debate abut women in the military with valid issues on both sides. Unfortunately, it is rare to hear both sides of the story. Because of this, many people form their judgments without knowing the full implications of those judgments. I have to admit that I was one of those people. I like to think of myself as an equal opportunities advocate. When I chose this topic to write my paper on, I originally planned on writing in support of full female participation in the military including combat positions. After I began the research on my project...
The teacher tossed a Styrofoam basketball to the outstretched arms of a fifth grade boy. Catching the ball was the incentive for the boys to point out missing conventions in a paragraph. The teacher projected a paragraph on the board with omitted punctuation for the students to add. The other boys in the class watched him as he went to the board to add the missing comma and then tossed the ball back to the teacher. A few seconds later, other arms shot up in the air to point out other missing conventions (Stotsky). A simple incentive of competition for the boys made them enjoy learning and actually got them to participate in class. Although single-sex classrooms can develop stereotypes for both genders, separating boys and girls can be beneficial for the students. Single-sex classes are more effective because they raise test scores, create fewer distractions, and make kids interested in school.