Equity in the Classroom

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Equity in the Classroom

The concerns regarding equity issues in math and science may seem minimal, but in reality are very large. Usually unintentionally, teachers pay more attention, and give more positive attention to boys in their classrooms. This is especially noticed in the areas of math and science. “Girls are equal to or ahead of boys in achievement” (Sadker, 1993, p. 67) in the early stages of schooling. So why do boys seem to do so much better in math and science in the later school years? Perhaps it is not that boys are just smarter than girls are. Studies have shown that teachers give boys more attention in the early and crucial years because they fear that the boys will fall behind in their school subjects, and that boys are more daring--more willing to take a risk and answer a question, even though it may be wrong.

Sadker, Sadker, and Stulberg (1993) pointed out that there are four basic teacher reactions: praise, criticism, remediation, and acceptance. Teachers also direct these reactions to certain students. Most often, boys are given praise and remediation. This gives boys better self-esteem, plus they are learning how to fix their mistakes. Girls are given criticism and acceptance. Acceptance is classified as okay or good. Acceptance is much different than praise, because praise is much more in depth. Girls get accustomed to hearing that their work is okay and they do not ever expect to do any better than okay. Therefore, girls have less confidence when it comes to school subjects, especially math and science.

So how does one create an equal atmosphere in their classroom? Sadker (1993) suggests that teachers desegregate their classrooms, move to several places around the classroom to t...

... middle of paper ...

...ne might think that more women might strive to get one, and actually earn one. These statistics make it clear that teachers need to encourage their students to do well in math and science. Girls need to realize that they can excel in their studies and really achieve the possible that is made to seem impossible.

Works Cited

a. North Central Regional Educational Laboratory Website (NCREL). (accessed on: 3/6/2001). Increase participation in mathematics. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/am1partc.htm.

b. North Central Regional Educational Laboratory Website (NCREL). (accessed on: 3/6/2001). Disproportionate number of women, nimorities, and the poor. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma1dspr.htm.

Sadker, M. & Sadker, D. & Stulberg, L. (1993). Fair and Square? Instructor, 3/93, 44-46 & 67-68.

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