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Gender Bias in the Classroom

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Elizabeth Tormey

on 28 April 2013

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Transcript of Gender Bias in the Classroom

How Girls are Treated Girls are perceived as having better social skills, making them better in reading and language arts. (Scantlebury, 2006).
Girls are seen as being poised, quite, and polite in the classroom. How boys are treated Gender Bias in the
Classroom Gender bias occurs when people make assumptions regarding behaviors, abilities or preferences based upon their gender. (Scantlebury, 2006) Effects of Gender Bias Self-esteem issues, academic success or failure, and behavior issues can be a result of gender bias in the classrooms. Reducing Gender Bias Self-Reflection Gender bias in a classroom has been overlooked as an important issue, as teachers and administrators do not give it much thought in their day to day routine. However, I believe when looking back as the years have gone on, the statistics show that gender bias is a very prominent issue. When a teacher is in a classroom, it is their job to make every student feel comfortable in the classroom, and to succeed academically. By allowing gender bias to occur, the teacher is not doing either one of the responsibilities s/he is responsible for.
By making the classroom a warm, inviting place, giving equal time to every student, teaching gender neutral curriculum, and using gender neutral materials, a teacher is doing their part in reducing the bias of gender in the education system.
by: Elizabeth Tormey Gender Bias in the
Classroom What is gender bias? How boys are treated
How girls are treated
Effects of gender bias
Reducing gender bias
References Studies have shown that boys tend to receive more attention in classrooms for many different reasons.
Teachers are known for paying more attention to the boys in the classroom, praising them more often, and accepting their ideas and opinions more during discussions. (Essortment.com, 2011).
Teachers are often known to unconsciously call on boys more often than girls. (Hong, 1998). Boys are often perceived as being better at math and science than girls.
This leads to teachers giving more time and attention to the boys in the classroom. Leading to more success. Girls are given less attention than boys. This can often lead to girls having less academic success, and even self-esteem issues.
Research shows girls, on average, start elementary school performing better than boys, but their achievement--and self-esteem--declines by high school. (Hong, 1998).
Gender bias is becoming a more serious issue for females. Self Esteem Issues Due to the lack of attention from teachers, girls may feel a lack of self esteem or self efficacy when at school. Boys may develop self esteem issues if they are not living up to the teacher's high expectations that boys succeed in the math and science subject areas. When both male and females do not live up to the stereotype that they are classified under, self esteem issues may arise. For example, a quiet, shy boy or a loud, unruly girl. Academic Success or Failure Boys may experience more academic success, as they are typically seen to get more attention from teachers than their female peers. Female students, on the contrary, may be seen to do worse in school, as they are not receiving extra attention, or much attention at all from their teachers. Both male and female students may have academic success or failure based off of the added pressure to do well in the stereotyped subject area that boys and girls are perceived to do well in. Behavior Issues Both male and female students may have behavior issues different from what is the norm. For example, males are typically seen as brave, loud, and independent and females are seen as poised, quiet, and polite. Teachers may perceive students behaving the opposite of those "norms" as having behavior issues. If a female student is loud and disruptive or a boy is quiet and shy, they may be looked at as unusual. So what should a teacher do to shy away from having a gender biased classroom? The number one thing a teacher can do is to make sure that the classroom atmosphere is as favorable for girls as boys. This includes everything- language, displays, books, and attention time. (Hong, 1998). All displays and bulletin boards in a classroom should be gender neutral in order to prevent a boy or girl feeling uncomfortable in their own classroom. Along with the classroom atmosphere, the content and literature exposed to the students in the classroom can often be gender biased. Teachers must be sure to equally call on both boys and girls and give equal help to struggling students. Having high expectations is also a key to success for all students in the classroom. (Rice Precollege Science Education, 2004).
“To maximize students’ achievement and growth, the teacher needs to create a learning environment that is free of sex stereotyping in instructional organization, interactions, materials, and activities. (Frawley, 2005). Teachers are generally unaware of the biases they are pushing toward their students because they are simply teaching how they were taught to teach. (Chapman, 2012). One way to reduce gender bias in the classroom that is being talked about quite often is self-reflection. The most beneficial ways of reflecting can be to video tape their own teaching, or having a colleague watch you teach a lesson. (Scantlebury, 2006). Once a teacher has become aware of the biases they are practicing in their own classroom, they must take the appropriate steps to reduce it. References Association of Texas Professional Educators. (2012). Gender equity. Retrieved frohttps://www.atpe.org/resources/Student&ParentIssues/gender.asp

Chapman, A. (2012, April 27). Gender bias in education. Retrieved from http://www.edchange.org/multicultural/papers/genderbias.html

Essortment.com. (2011). Gender equity in the classroom. Retrieved from http://www.essortment.com/gender-equity-classroom-20101.html

Frawley, T. (2005). Gender bias in the classroom: Current controversies and implications for teachers. Childhood Education, 81(4), 221-227. Retrieved from http://www.tandfonline.com.ezproxy.lib.uh.edu/doi/pdf/10.1080/00094056.2005.10522277

Hong, R. (1998). Teacher’s lesson plan: How to avoid discrimination in the classroom. Los Angeles Times. Retrieved from http://articles.latimes.com/1998/apr/27/local/me-43565

Rice Precollege Science Education. (2004). Best practices for achieving gender equity in the classroom. Equitable Classroom Practices Institute. Retrieved from http://www.bioc.rice.edu/precollege/ei/best_practices.html

Scantlebury, K. (2006). Gender bias in teaching. Retrieved from http://www.education.com/reference/article/gender-bias-in-teaching/#D

Slater, L. (2003). Gender bias in elementary schools: An examination of teacher attitudes. Retrieved from http://etd.ohiolink.edu/view.cgi?acc_num=miami1060223693
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