Gender+and+Education

SITE DISCUSSION QUESTIONS:

 * 1) In your experience in schools as a student and as a tutor, do or did you see boys being called on to answer questions or make points more often than girls?
 * 2) Were/are accomplishments and struggles of women scientists and inventors visible in any public space or particular curriculum?
 * 3) Do you recall or have you recently observed quiet but academically motivated girls paired with loud, boisterous boys in order to modify the boys’ behavior in class, thus potentially blocking learning by girls?
 * 4) Do you have examples of single-gender, 'all-girls' or 'all boys' activities and assignments occurring along with the mixed gender ones?

**Math: Not the Dominant Domain of Males** @http://www.scientificamerican.com/article.cfm?id=anything-boys-can-do

Delicious has a stack of resources for single gender schools: [|http://delicious.com/stacks/view/K3GsO8#m=full]


 * Single Gender Schools: Are these an aid to greater achievement for girls and boys? **

**The Pseudoscience of Single Sex Schooling** http://www.sciencemag.org/content/333/6050/1706.full.pdf

**Sweden's Gender Neutral Preschool** []

an interview with biographer, Hazel Rowley, reveals a union of Franklin and Eleanor Roosevelt, president and first lady, smart, committed to each other but also to the world in a harrowing time in history that needed leaders to lead by example making change for the better, offers an a marriage unique in any time in history. []
 * Franklin and Eleanor: An Extraordinary Marriage **

** Impact of the Beauty Industry on Self-image of Young Women ** The link goes to the home page where you may **open and read the** Beauty at Any Cost **Report**. []

//__Where the Girls Are, Gender Equity Report__//
http://www.aauw.org/learn/research/upload/whereGirlsAre_execSummary.pdf
 * //“Where the Girls Are: The Facts About Gender Equity in Education//** presents a comprehensive look at girls’ educational achievement during the past 35 years, paying special attention to the relationship between girls’ and boys’ progress. Analyses of results from national standardized tests, such as the National Assessment of Educational Progress (NAEP) and the SAT and ACT college entrance examinations, as well as other measures of educational achievement, provide an overall picture of trends in gender equity from elementary school to college and beyond.” **Open and read the executive report**.


 * __// Social Networking and the End of Gender //__**

Ted Talk on Social Networking and the end of Gender

//__Girls' Gains Have Not Cost Boys__//
” The American Association of University Women, whose 1992 report on how girls are shortchanged in the classroom caused a national debate over gender equity, has turned its attention to debunking the idea of a ‘boys’ crisis.’” []

**"Putting the 'Boy Crisis' in Context" (Harvard Education Letter, July/August 2010)**
New research on gender gaps have uncovered important information about the reading performance of boys and girls in schools:
 * A 40 nation study (Progress in International Reading Literacy Study, 2006) found that on 4th grade reading tests and other literacy indicators, girls outscored boys in all educational systems around the world.
 * In the U. S., the 2006 National Assessment of Educational Progress (NAEP) test found that girls outperformed boys in reading for every racial and ethnic group studied.
 * Gender gaps in reading vary by geographical context—boys in some states outperform girls in other states by large margins. Boys in Massachusetts are almost twice as likely as girls in Mississippi to be proficient readers.
 * Gaps between racial and ethnic groups were much wider than those by gender, with 20-, 30-, and even 40 point differences between white and Asian American students on the one hand and African American, Latino, and Native American studies on the other.

Gender gaps in reading may be explained by different factors. Catherine Snow, a researcher from Harvard, urges educators to " start by determining whether these are gaps in ability or gaps in interest ." Address gaps in ability with focused interventions that teach reading skills while respond to gaps in interest by finding material that boys want to read.

" Nontraditional materials such as comic books and sports-themed materials can provide an important 'hook' to get boys more involved in reading ." It is important to avoid what researcher Keith Stanovich calls the "Matthew Effect," where "strong readers move further and further ahead, while early deficiencies accumulate and lead to greater and greater difficulties later on ."

__//Women and Politics in the late 70's//__
WAMC interviews Geraldine Ferraro, the first female candidate for Vice President. She speaks out about women’s roles in the political arena and their powerful force on today’s politics. [] []

__//Women in Science//__
[]

New research ([|Engaging Girls in STEM] ) has revealed that girls' interest in STEM (science, technology, math and engineering) has not increased in the past 20 years. Two-thirds of boys and girls say they like science in elementary school, but in middle school the numbers been to separate by gender, and those girls who take advanced science in the middle grades do not continue on to study science in high school. These trends are reflected in the workforce where men (73 percent) are almost three times more likely than women (27 percent) to work in a science or engineering field.

Delicious Stacks: http://www.delicious.com/stacks/view/JQ6Kft Pioneers of Technology

http://www.delicious.com/stacks/view/HM8siS Beatrix Potter

http://www.delicious.com/stacks/view/U9TkUt Mary Anning


 * Jeanette Brown ** describes how she got her job in 1972, against the wishes of the hierarchy of male opinion. and what has happened to her in the 30 years of her career.

**Women in Education**
[|Gender Gap is Narrowing in Ranks of School Chiefs]