Gender bias in public education
Many years ago, women and girls had to fight every day for equality in both the workplace and in society in general. In many regards, women have made great strides, succeeding in a number of ways they never did before. Unbelieveable as it seems though, there is still a struggle in today's schools to get girls fair treatment with regard to their male counterparts.
What the research says
According to the American Association of University Women in 1992, females recieve less attention from teachers. The attention that they do recieve is often more negative than attention recieved by boys. (Bailey, 1992) The same author argues the point further by saying that boys tend to get away with more than females because of the old addage, "Boys will be boys". Bailey also states that girls are socialized toward a femine ideal. They are taught to be "neat, quiet, and calm". Girls learn at an early age that popularity is more important than academics.
Other researchers come to the same conclusions when they offer four types of responses teachers give to students.
1. Teacher praises, provides positive feedback.
2. Teacher remediates, encouraging a student to correct or expend on their answers3. Teacher criticizes, explicitly indicating the answer is wrong
4. Teacher accepts, acknowledging that a student has responded.
Myra and David Sadker (1994) state that boys were far more likely to recieve praise or remediation than the girls, which tend to recieve more acknowledgement responses.
J.S. Ryan agrees with Bailey when he/she writes that, "girls are socialized in school and at home to be attractive, obidient, caring, agreeable, and submissive." They instead conform to socially accepted stereotypes of femininity.
Finally, Penny Kolloff adds that gifted girls, "encounter texts and materials that fail to acknowledge the existance and contributions of women in history, literature, science, and mathematics." She repeats the sentiment of others by again pointing out that, "classroom methods are encouraging and responsive to male students while overlooking, or actively discouraging, many bright girls."
1. Teacher bias- Teachers tend to call on boys more often, wait longer for answers, and provide more precise feedback. However, boys are punished more than girls for similar behaviors. Teachers praise girls more for their behavior than their academics.
2. Student beliefs- Success and failure is interpreted differently by boys and girls. Boys see success, for example, as intelligence. Girls, on the other hand see it as being, "lucky".
3. Learned helplessness- Boys are often encouraged to persevere and solve difficult problems on their own, while girls get more assistance in solving problems. They don't learn to do for themselves as well as boys do.
4. Self-imposed stereotypes- Girls tend to avoid math and science so they aren't labled as "brains" or being involved with "boy stuff". They tent to trive more in art, reading, and writing.
5. Displays and exhibits- Girls work needs to be displayed as often as boys work.
6. Sexual Harassment and bullying- Girls are much bigger targets of this than boys and needs to be looked out for.
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Recommended practices in bridging the gap between boys and girls
In addition to all of the above indicators, these are other strategies to help gifted girls.
1. Communication between home and school. Make teachers aware of your daughter's abilities and the importance of math and science in their lives.
2. Organize peer support groups for girls. Math and science clubs are a good way to encourage girls to develop skills and abilities. It's also a great way to help connect them to other girls with similar interests.
3. Avoid praising girls for their behavior and/or neatness (all the time)- Point out specific examples of excellence and achievement. Don't let them explain success away by "luck".
4. Provide oppotunities for girls to be in a leadership role- Student council, honor society, class president, etc.
5. Expose students to females in non-traditional careers. Help them to identify and connect with role models and mentors.
6. Encourage students to research and report on female contributions in history, math, and science.
Finally, a quote to ponder by David Sadker:
"The gender gap is the one demographic that challenges educators at all schools, urban and rural, wealthy and poor. How strange that for many it has become so difficult to see."
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Erwin AIG Teachers6th GradeMrs.Lee http://www.schoolnotes.com/28146/leedl.html
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Rowan-Salisbury AIG Program (704)639-3004.Contact Person is Wanda Klutz (704)279-3195County AIG website: http://www.schoolnotes.com/28145/aig.htmlAIG AND THE LAWhttp://www.ncagt.org/article9b/index.shtml
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