Frankly Speaking: Sex Equity and Special Education

Sadker, David; Sadker, Myra; Thomas, Donald

doi:10.1080/05544246.1981.9944385

Cited by 25 publications

(21 citation statements)

References 7 publications

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“…As male students talked and called out more, teachers were drawn to the noisier male sections of the class, a development that further silences females. This is also supported by many classroom observations that have shown teachers talk more frequently to males no matter where they are in the classroom, but only to females when they are nearby (D. Sadker, Sadker, & Thomas, 1981). Other studies have also shown that classroom seating patterns can influence interaction patterns, and that they could be a compelling factor in determining interaction frequency and time (Yepez, 1994).…”

Section: Discussionmentioning

confidence: 70%

Gendered Teacher–Student Interactions in English Language Classrooms

Hassaskhah

Zamir

2013

SAGE Open

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Being and becoming is the ultimate objective of any educational enterprise, including language teaching. However, research results indicate seemingly unjustified differences between how females and males are treated by EFL (English as a Foreign Language) teachers. The overall aim of this study is to illustrate, analyze, and discuss aspects of gender bias and gender awareness in teacher-student interaction in the Iranian college context. To this end, teacher-student interactions of 20 English teachers and 500 students were investigated from the perspective of gender theory. The data were obtained via classroom observations, a seating chart and the audio-recording of all classroom interactions during the study. The findings, obtained from the quantitative descriptive statistics and chi-square methods, as well as the qualitative analysis by way of open and selective coding, uncovered that there were significant differences in the quantity and quality of the interaction for females and males in almost all categories of interaction. The study also revealed teachers' perception of "gender," the problems they associate with gender, and the attitudes they have to gender issues. Apparently, while positive incentives are able to facilitate learner growth, the presence of any negative barrier such as gender bias is likely to hinder development. This has implications for teachers, and faculty members who favor healthy and gender-neutral educational climate.

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Section: Discussionmentioning

confidence: 70%

Gendered Teacher–Student Interactions in English Language Classrooms

Hassaskhah

Zamir

2013

SAGE Open

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“…This study has mysteriously vanished as Sommers (1994) details. The second study purports to find that boys are more apt to receive praise, criticism, and remediation from the teacher (Sadker, Sadker, & Thomas, 1981). But this study, Sommers (1994) points out, did not give numbers, making it impossible to see if the attention gap was large or trivial.…”

Section: Gender Differences In Classroom Participationmentioning

confidence: 97%

Why smart people believe that schools shortchange girls: What you see when you live in a tail

Kleinfeld

1998

Gend. Issues

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Why do so many smart people believe that schools shortchange girls when girls do so much better in school? Girls get better grades in every subject, go to college and graduate from college more often, and surpass boys on standardized tests of writing skills and reading comprehension. Boys do surpass girls in mathematics and science achievement and get a disproportionate number of doctorates in mathematics and the physical sciences. But more boys also end up at the bottom of the barrel, labeled impaired and assigned to special education classes. A fair judge might call the school gender wars a draw.The reason that this charge rings true is conspicuous male success in the unrepresentative universe that the policy elite inhabits. Highly visible male success in a field comes in part from a pattern few people know about--greater male variability in many human characteristics that puts more males at the very top (but also at the very bottom) of a distribution. The schools are shortchanging students, but the shortchanged group is African-American males, not gids.When the American Association of University Women (AAUW) launched its now famous report, How Schools Shortchange Girls (1992), I wondered how anyone could believe such an absurdity. Hadn't all of us spent years of our lives in schools? Didn't we all know from our own personal experience that it was the girls who usually got the higher grades, that it was the boys who got disciplined more

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“…Data from the 1978 National Assessment of Educational Progress survey indicates males are more likely to experience science activities beyond the school context (Kahle & Lakes, 1983. ) A number of studies have suggested that even within the classroom, males and females receive very different educations (Becker, 1981;Sadker, Sadker & Thomas, 1981; Serbin, O'Leary, Kent & Tonick, 1973. ) Males tend to have more positive attitudes towards science (Simpson & Oliver, 1985) than females, who often have less self-confidence and more fear of success in science and related fields such as engineering (Janda, O'Grady & Capps, 1978).…”

Section: Introductionmentioning

confidence: 99%

Gender differences in teacher‐student interactions in science classrooms

1990

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Thirty physical science and 30 chemistry.classes, which contained a total of 1332 students, were observed using the Brophy-Good Teacher-Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the undempresentation of women in physics and engineering courses and subsequent careers. The Brophy-Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral wamings based on the sex of the student and a significant teacher-sex main effect for direu questions. Significant two-way interactions were found for the behavioral warning variable for teacher sex and subject by student sex, Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral wamings.(1986) reports that women cmstitute half of the work force in the U.S. but make up only 3% of the engineers.Women often lack the necessary high school prerequisites to enter college science and technical programs. Scholastic Aptitude Scores (SAT) and achievement tests often

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Frankly Speaking: Sex Equity and Special Education

Cited by 25 publications

References 7 publications

Gendered Teacher–Student Interactions in English Language Classrooms

Gendered Teacher–Student Interactions in English Language Classrooms

Why smart people believe that schools shortchange girls: What you see when you live in a tail

Gender differences in teacher‐student interactions in science classrooms

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