Effects of Sex-Fair Reading Materials on Pupils' Attitudes, Comprehension, and Interest

Scott, Kathryn P.

doi:10.2307/1163046

Cited by 6 publications

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“…Genderrelated characteristics of the texts have been confirmed to account for the superiority or inferiority of one sex to the other in some of these studies (e.g. Scott, 1986;Bügel & Buunk, 1996;Brantmeier, 2003;Phakiti, 2003& Pae, 2004. The contribution of text type and topic to such gender-related studies can be viewed psychologically and culturally.…”

Section: Gender Effectmentioning

confidence: 84%

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Post-adjunct Reading Comprehension Questions and Meaning Construction: A Case of Gender Study

Shokouhi¹,

Parvaresh²

2010

JLTR

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Abstract-This article explicates on how the post-adjunct reading comprehension questions existing in the Iranian high school and pre-university English textbooks affect the comprehension of the related students. It further purports to see if there is a significant gender difference in the comprehension of reading texts by these student groups. To this end, 240 third-grade high school and pre-university students (equal number of male and female) participated in this investigation. The results demonstrated a significant superiority in the subjects' reading comprehension when they answered the texts with the post-adjunct reading comprehension questions, designed by the researchers for this purpose. The results also showed non-significant gender disparities in the comprehension of given texts.

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Section: Gender Effectmentioning

confidence: 84%

“…Scott, 1986;Bügel & Buunk, 1996;Brantmeier, 2003). Male and female students differ in background: they have different interest, reading habits, and aspirations.…”

Section: Gender Effectmentioning

confidence: 99%

Post-adjunct Reading Comprehension Questions and Meaning Construction: A Case of Gender Study

Shokouhi¹,

Parvaresh²

2010

JLTR

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“…En revanche, lorsqu'on leur donne accès à une littérature exempte de stéréotypes, la perception des rôles et les aspirations des filles pour le futur peuvent être plus diversifiées. De la même manière, Scott (1986) souligne que les enfants qui ont accès à des livres présentant des fonctions non traditionnelles expriment moins d'idées stéréotypées à propos des professions, des rôles familiaux et des traits de personnalité associés à chaque sexe que les enfants qui lisent des livres dont le contenu offre des représentations traditionnelles.…”

Section: Répartition Des Personnages Selon Le Type D'activitéunclassified

Représentation des personnages masculins et féminins en littérature jeunesse : analyse des illustrations des livres primés par les Prix du Gouverneur général du Canada

Dionne

2009

rse

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Résumé Une analyse de contenu des illustrations dans des livres primés par les Prix du Gouverneur général du Canada de 1987 à 2006 a été effectuée afin de comparer la représentation des genres féminin et masculin. Les résultats montrent que, de façon générale, le féminin est sous-représenté dans les illustrations, sauf dans les activités domestiques, dans lesquelles on retrouve d’ailleurs très peu de personnages masculins. Ces derniers sont plutôt représentés dans les activités personnelles ou professionnelles. Une prise de conscience des éventuelles conséquences des représentations sexistes qui persistent dans les illustrations des livres de littérature jeunesse s’avère nécessaire.

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“…(1985, p. 221) nontraditional material (Frasher & Frasher, 1978;Jennings, 1975). Kropp and Halverson (1983), Scott (1986), and Bleakley, Westerberg, and Hopkins (1988) report no difference in reading comprehension for traditional or stereotypical content. According to Schau and Scott (1984), more investigation in this area is needed.…”

Section: The Impact Of Traditional and Nontraditional Instructional Mmentioning

confidence: 99%

“…For example, Scott and Feldman-Summers (1979) found that after reading about female characters engaged in nontraditional activities, 3rd-and 4th-grade students were more likely to think that girls could participate in the nontraditional behavior represented in the story; however, perceptions regarding other nontraditional activities were not affected. Scott (1986) gave students from the 4th, 7th, and 11th grades a set of four narrative stories to read with main characters drawn as traditional female, traditional male, nontraditional female, and nontraditional male. When students read about a female involved in an activity traditionally regarded as male (e.g., skydiving), both girls and boys were more likely to think that females could and should participate in that activity.…”

Section: The Impact Of Traditional and Nontraditional Instructional Mmentioning

confidence: 99%

Chapter 7: The Issue of Gender in Elementary and Secondary Education

Sadker

Klein

1991

Review of Research in Education

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During colonial times in New England, schools were for male students only; yet 50 years after the American Revolution coeducation had become the norm in public elementary education. This change emerged gradually and with little public discussion. In rural communities most parents did not think it worth the prohibitive cost to educate boys and girls separately, and the one-room, coeducational school district was typical, viewed as a natural extension of male and female participation in the family and church (Hansot & Tyack, 1988).In contrast to the rural one-room school, the high schools of the nation's urban areas were larger, more bureaucratic, and structurally further removed from the model of the family. In these schools, coeducation generated more controversy; parents and educators worried not only about the sexual involvement from such close contact during adolescence, but also about the need to prepare boys and girls for their different roles in the largely segregated world of work. In response to such concerns, the curriculum was consciously designed to meet the "different needs" of female and male students. For example, girls were required to take courses in homemaking to prepare them for their designated roles as wives Myra Sadker and David Sadker thank Elise Lindemuth and Jackie Sadker for their research assistance. Susan Klein, author of the administration section, thanks the following colleagues for supplying information: Women arrived in 1619 (a curious choice if meant to be their first acquaintance with the new world). They held the Seneca Falls Convention on Women's Rights in 1848.During the rest of the 19th century, they participated in reform movements, chiefly temperance, and were exploited in factories. In 1923 they were given the vote. They joined the armed forces for the first time during the Second World War and thereafter have enjoyed the good life in America. (Trecker, p. 252)Trecker found that one text, in its discussion of the frontier period, allocated five pages to the six-shooter and scarcely five lines to the frontier woman. In another two-volume text, there were only two sentences allocated to the women's suffrage movement, one sentence in each volume.at UNIV OF MICHIGAN on June 13, 2015 http://rre.aera.net Downloaded from Educational materials teach far more than information and a way of learning. In subtleoften unconscious-ways, the tone and development of the content and illustrations foster in a learner positive or negative attitudes about self, race, religion, regions, sex, ethnic and social class groups, occupations, life expectations, and life chances. Inadvertent bias, as often the result of omission as commission, can influence the impact of educational programs.

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Effects of Sex-Fair Reading Materials on Pupils' Attitudes, Comprehension, and Interest

Cited by 6 publications

References 0 publications

Post-adjunct Reading Comprehension Questions and Meaning Construction: A Case of Gender Study

Post-adjunct Reading Comprehension Questions and Meaning Construction: A Case of Gender Study

Représentation des personnages masculins et féminins en littérature jeunesse : analyse des illustrations des livres primés par les Prix du Gouverneur général du Canada

Chapter 7: The Issue of Gender in Elementary and Secondary Education

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