Teachers, Schools, and Gender , Socialization Sociology Help

Teachers, Schools, and Gender , Socialization

From kindergarten through college, schools operate as a rendered institution. Teachers provide important messages about  gender   rough both the formal content of classroom assignments and informal interactions  with students. Sometimes, gender-related messages from teachers and other students reinforce  gender roles that have been taught at home; however,  teachers may  also contradict parental socialization. During the early years of a child’s schooling, teachers’  influence·is very powerful; many  children spend more  hours per day with their teachers than they do with their own parents.

According to some researchers. the quantity and .quality of teacher-student interactions often vary between the education of  irks   ND that of boys (Wheelhouse and Yin, 1997). One of the messages that teachers  may communicate to students is that boys are  ore  more important than girls. Research spanning the past thirty years shows that unintentional gender bias occurs  virtually  all  educational settings. Gender bias consists of  showing favoritism toward one gender over the other. Researchers consistently find   hat teachers devote more

time, effort. and attention to boys than to girls (Sadder and Sadder, 1994). Males receive more praise for their contributions and   re called on more frequently in class. even when they do not volunteer. Teach –student interactions influence not only  students’  earning but also their self-esteem (Sadder  and Sadder, 198,. 1986. 1994). A comprehensive study of gender bias in schools  suggested that girls’ self esteem  is undermined in school through such experiences  as (l) a relative lack of attention from teachers; (2) sexual harassment by male peers; (3) the stereotyping  and invisibility of females in textbooks. especially in science   and math texts; and (4) test bias based on  assumptions about the relative importance of quantitative and visual-spatial ability. as   compared with  verbal ability. where girls typically excel. White males may have better self-esteem because they receive more   teacher attention  than all other students (Sadder and Sadder, 1994)

Teachers also influence how students treat one another during school hours. Many teachers use sex segregation as a way to   organize students. resulting in unnecessary competition between females and males .  . In one study. (or example. a teacher divided  er class  into the “Beastly Boys” and. the “Gossipy Girls” for a math game and allowed her students to do the “give  me five” hand-  lapping ritual when one group outscored the other (Thorpe. 1995). Competition based  on gender often reinforces existing   misconceptions  about the skills and attributes of boys and girls. and may contribute to overt and subtle discrimination in  the   classroom and beyond. The effect of gender bias is particularly problematic  if teachers take a “boys will be boys” attitude when  toys   d young men make derogatory remarks  r demonstrate aggressive behavior against girls and

young women. When girls complain of sexual Harassment- unwanted sexual advances, requests for sexual favors, or other verbal   r physical conduct of a sexual nature-their concerns are sometimes overlooked  or downplayed by teachers and school  administrators.  Sexual harassment is prohibited by law. and  teachers and administrators t.re obligated to investigate such   incidents. as well as issues pertaining to women’s  equal opportunities to play sports.

Posted on September 5, 2014 in Sex and Gender

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