Gender Equity in Education
“It is early indeed that children show an awareness of the message that… females are generally less interesting and important than males are… The (often inadvertent) bearers of this message include parents, peers, and teachers.” (Lips, 1979, p. 128.) The absence of gender equity can be damaging to both males and females. Surprisingly most of the teachers and administrators are unaware of this problem. Organizations such as the American Association of University Women (“Gender equity,” 2003.) strive to create programs that will improve equality within schools. The purpose of this research paper is to identify gender equity issues in the classroom and explore strategies for teachers to incorporate equitable perspectives into the curriculum.
What is Gender Equity?
Webster’s Dictionary defines equity as “freedom from bias or favoritism.” (“Merriam Webster,” 1996.) More specifically, “gender equity is parity between males and females in the quality, of life, academic, and work outcomes valued by our society.” (Sanders & Tescoine, 2002, p.99-115) To achieve gender equity in all aspects is the goal of these programs. The field attempts to create strategies and programs and then evaluate their success. People who evaluate this field would consider it successful when both males and females are given the same opportunities despite stereotypical gender qualities. They would like to see fewer job fields that are dominated by only one gender. (Sanders & Tescoine, 2002, p.99-115) In the 1960s, during the Second Feminist Movement, gender equity became a major issue that concerned feminists. (Bank, 1997, p. 4)
Gender Socialization
From the moment that every child is born it is perceived a...
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Tim O’Brien begins his journey as a young “politically naive” man and has recently graduated out of Macalester College in the United States of America. O’Brien’s plan for the future is steady, but this quickly changes as a call to an adventure ruins his expected path in life. In June of 1968, he receives a draft notice, sharing details about his eventual service in the Vietnam War. He is not against war, but this certain war seemed immoral and insignificant to Tim O’Brien. The “very facts were shrouded in uncertainty”, which indicates that the basis of the war isn’t well known and perceived
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Malcolm's childhood years was nothing but a hardship. His father was preaching a gospel of black separatism and the white supremacists did not favor that. Ever since, his whole family was a victim of repeated threats and persecution. Malcolm saw his house set on fire, his father getting lynched, and his mother lose her mind. All of that was due to racism. Racial matters destroyed Malcolm’s family, left him with nothing, and doomed his life. Because of the racism, Malcolm X was born. He himself experienced what white society's cruelty can do to a humble black family. Because he was one of the victim, he craved for justice. Not just for himself, but for the sake of others who suffered as well. The roots of his heroism started with being the victim. After Malcolm’s father was murdered, and his mother was institutionalized, he was separated from his family. He was sent to a detention home where he started a life living with other white children. In addition to that, he was one of the only black children at his school, which anticipated his solitary and stressful li...
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Born managers are almost creation of fiction. In such modern, dynamic and fast changing busines...
As an overview, leadership theory consist of firstly, Great man theory that is leaders who have been born with qualities and are meant to lead (Bolden, Marturano & Dennison,
Martin, Karin A., 1998. “Becoming a Gendered body: Practices of Preschools” American Sociological Assosciation (4): 510.
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“William Timothy O’Brien.” Contemporary Literary Criticism Select. Detroit: Gale, 2008. Literature Resource Center. Web. 10 March 2010.
Develop an argument on or some ideas of understanding about curriculum as multicultural text by relating the works of Darling-Hammond, French, & Garcia-Lopez, Delpit, Duarte & Smith, Greene, Nieto and Sletter to your experience of curriculum, teaching, and learning as affirming diversity. You could think specifically about the following questions: Is there a need for diversity in curriculum studies and designs? Why? What measures do you think will be effective in incorporating such a need into curriculum studies and designs? What is the relevance of diversity to your career goal, to education in your family, community, and school, to education in Georgia, and to education in general? In which way can you develop a curriculum which helps cultivate empathy, compassion, passion, and hope for citizens of the world, and which fosters social justice?
and wages. It will also tackle what is being done to solve this problem and what
To me, equality of opportunity in public education is where every single person deserves and is entitled to an equal chance to obtain a good education, grow and make positive progress throughout their time in school, and be successful in reaching their full potential later in life. These people should be treated identically, not differently due to their gender, ethnicity, or socioeconomic status.