Avoid common errors of punctuation and grammar. Use the first person I, we rather than the passive voice. Link your ideas into a sensible sequence without repetitions or discontinuities. Get feedback on your article from colleagues.
Sadker, However, discrepancies between the performance of girls and the performance of boys in elementary education leads some critics to argue that boys are being neglected within the education system: Across the country, boys have never been in more trouble: They earn 70 percent of the D's and F's that teachers dole out.
They make up two thirds of students labeled "learning disabled. They account for 80 percent of high school dropouts and attention deficit disorder diagnoses. Mulrine, This performance discrepancy is notable throughout Canada. In Ontario, Education Minister Janet Ecker said that the results of the standardized grade 3 and grade 6 testing in math and reading showed, " Bailey, In fact, examination of the socialization of gender within schools and evidence of a gender biased hidden curriculum demonstrates that girls are shortchanged in the classroom.
Furthermore, there is significant research indicating steps that can be taken to minimize Research papers on dropouts eliminate the gender bias currently present in our education system.
The socialization of gender within our schools assures that girls are made aware that they are unequal to boys. Every time students are seated or lined up by gender, teachers are affirming that girls and boys should be treated differently.
When an administrator ignores an act of sexual harassment, he or she is allowing the degradation of girls. When different behaviors are tolerated for boys than for girls because 'boys will be boys', schools are perpetuating the oppression of females. There is some evidence that girls are becoming more academically successful than boys, however examination of the classroom shows that girls and boys continue to be socialized in ways that work against gender equity.
Teachers socialize girls towards a feminine ideal. Girls are praised for being neat, quiet, and calm, whereas boys are encouraged to think independently, be active and speak up. Girls are socialized in schools to recognize popularity as being important, and learn that educational performance and ability are not as important.
Boys, on the other hand, are more likely to rank independence and competence as more important.
At very early ages, girls begin defining their femininities in relation to boys. One study of a third grade classroom examined four self-sorted groups of girls within the classroom: Through interviews researcher Diane Reay found that 'nice girls' was considered a derogatory term indicating, " Reay's research shows that each of the groups of girls defined their own femininities in relation to boys.
Assertive behavior from girls is often seen as disruptive and may be viewed more negatively by adults. In Reay's study, the fact that the spice girls asserted themselves in ways contrary to traditional femininity caused them to be labeled by teachers as "real bitches".
According to the American Association of University Women Report, "The clear message to both boys and girls is that girls are not worthy of respect and that appropriate behavior for boys includes exerting power over girls -- or over other, weaker boys. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the every day functioning of their classroom.
In Myra and David Sadker's research, they noted four types of teacher responses to students: The Sadkers found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher.
Sadker, These findings are confirmed by a study by Good and Brophy that " Research shows that boys are referred for testing for gifted programs twice as often as girls, which may be because, " While medical reports indicate that learning disabilities occur in nearly equal numbers of in boys and girls, it may be the case that, "Rather than identifying learning problems, school personnel may be mislabeling behavioral problems.
Girls who sit quietly are ignored; boys who act out are placed in special programs that may not meet their needs. Using texts that omit contributions of women, that tokenize the experiences of women, or that stereotype gender roles, further compounds gender bias in schools' curriculum.
While research shows that the use of gender-equitable materials allows students to have more gender-balanced knowledge, to develop more flexible attitudes towards gender roles, and to imitate role behaviors contained in the materials Klein, schools continue to use gender-biased texts: Researchers at a conference reported that even texts designed to fit within the current California guidelines on gender and race equity for textbook adoption showed subtle language bias, neglect of scholarship on women, omission of women as developers of history and initiators of events, and absence of women from accounts of technological developments.
Bailey, Clearly the socialization of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. What changes can be made to create a more equitable learning environment for all children?
First, teachers need to be made aware of their gender-biased tendencies.Beginning a research paper on high school dropouts on craindre la mort dissertation proposal ao sf antrag beispiel essay black sox scandal essay fun subjects for research papers women of the year write essay the principles of experimental research papers dissertation writing services online best college admissions essays xlsx good.
ETS’s Research and Development division and its Center for Academic and Workforce The work on dropouts whether in high school or Dropping Out of High School: Prevalence, Risk Factors, and Remediation Strategi.
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