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American Association of University Women (AAUW). (2012). How schools shortchange girls: Three perspectives on curriculum. In Flinders, D. J., & Thornton, S. J. (Eds.). The curriculum studies reader (2nd ed.). New York: Teachers College Press. (Chapter 19)
demonstrates a lack of accurate or balanced representation of women from their own perspective in texts
Biased in favour of boys
Barriers to Gender Equity:
1. Students' reluctance to be singled out
2. Parents' suspicions about unfamiliar curricula
3. Teachers' lack of training
4. Unwillingness to commit funds (resources)
When boys are allowed to mistreat girls, it sends a message that girls are not worthy of respect & it’s appropriate for boys to exert power over them
Forms of sex bias in instructional materials:
1. Exclusion of girls
2. Stereotyping members of both sexes
3. Subordination or degradation of girls
4. Isolation of materials on women
5. Superficiality of attention to contemporary issues or social problems
6. Cultural inaccuracy
Forms of sex bias in instructional materials:
1. Double standards
2. Condescension
3. Tokenism
4. Denial of achieved status or authority
5. Backlash against women who succeed in improving their status
6. Divide-and-conquer strategies praising individuals as better than others in their ethnic / gender group
Males receive more teacher attention than do females.
Very few questioned whether curriculum content might be counterproductive to student achievement.
Style compares curriculum to architectural structure which needs windows out onto experiences of others & mirrors reflecting one's own reality & validity.
Strategies that promote gender-equitable learning environments:
Vertical axis of winning / losing (only alternatives)
1. Womanless & All-White History
2. Exceptional Women & Persons of Color in History (from conventional perspective)
3. Women & People of Colour as Problems, Anomalies, Absences or Victims in History
Lateral & Plural Thinking
Classroom interaction determines whether or not a school becomes a community.
is the central message-giving instrument of the school, creating images of the self & the world. These images can strengthen or decrease student motivation for engagement, effort, growth & development.
1. Variation acknowledged & affirmed within groups
2. Inclusive: find & identify positive messages about self
3. Accurate: data-based & verifiable
4. Affirmative: values worth of a person/group
5. Representative: multiple perspectives
6. Integrated: weaves together experiences, needs & interests of males & females
5. History Redefined & Reconstructed to Include Us All
4. Women's Lives or Lives of People of Colour as History (daily lives)
Gender-fair impediment: inherited views of what education is & whom it should serve
What is included or excluded can be a political & divisive act.
AAUW has been empowering women as individuals and as a community since 1881. They seek to improve the lives of millions of women and their families through:
Understanding of one’s body is central to an understanding of self.
American Association of University Women (AAUW). (2019). AAUW empowers women. Retrieved from https://www.aauw.org/
refers to central matters that are often ignored in educational environments
1. Variation acknowledged & affirmed within groups
2. Inclusive: find & identify positive messages about self
3. Accurate: data based & verifiable
4. Affirmative: values worth of a person/group
5. Representative: multiple perspectives
6. Integrated: weaves together experiences, needs & interests of males & females
By insisting on a dichotomy between feelings / emotions and logic / rationality, schools shortchange all students.
Gender politics is often ignored, but if we do not begin to discuss more openly the ways in which ascribed power on the basis of race, sex, class, sexual orientation or religion affects individual lives, we will not be truly preparing our students for citizenship in a democracy.