Legal Network for Gender Equity - NWLC
SMB: We should take a page from the successful, ongoing efforts that address the lingering lag in girls’ and women’s participation in STEM (Science, Technology, Engineering, and Mathematics) fields and leadership positions: 1) mentoring and role-modeling programs that involve more men in schools, particularly men who hold other than traditionally male jobs so that students see men in a variety of careers; 2) a national fathers’ reading campaign to engage more fathers in reading to their children; and 3) increased funding for innovative programs that engage students in literacy activities in and out of school. When “reading like a girl” is as acceptable for boys as doing science and math well is becoming for girls, we will begin to make real progress toward gender-equitable education for all our students.
Ten Small Things You Can Do to Promote Gender Equity …
Schools are important contexts for the socialization of young children’s gender attitudes and behaviour. Teachers and classmates shape children’s gender attitudes and, in turn, gender differences in cognition and behaviour. Unfortunately, teachers receive relatively little training in recognizing and combating gender stereotypes and prejudices—their own and others—and, as a consequence, teachers often model, expect, reinforce, and lay the foundation for gender differentiation among their pupils. Thus, most schools create and maintain—rather than counteract—traditional gender stereotypes, biases, and differences.14 However, educators who adopt a commitment to gender egalitarianism and thus promote cross-gender interaction, expose pupils to counter-stereotypic models, and discuss and teach challenges to gender stereotyping and harassment optimize their pupils’ developmental outcomes.
RW: Here’s my problem with single-sex education: The Bush Department of Education flipped on the green light for public schools to carry out single-sex education, but never commissioned a single study that would instruct schools on how to do it. (I’m choosing my words carefully here: meta-analyses of single-sex education don’t guide classroom instruction.) Some states—South Carolina comes to mind, which was determined to do something for their flailing boys—gave that green light a broad embrace, unleashing several hundred programs. Unfortunately, not that many of those programs are first-rate. And if academic breakthroughs don’t materialize, those single-sex programs will be dismantled, perhaps prematurely.
Gender Equality Lessons for Schools
RW: That’s the challenge raised by those who question whether boys are in trouble: this is all about income and race, not gender, they argue. It’s true that the gender gaps are especially sharp in urban areas. In July 2009, the Center for Labor Market Studies at Northeastern University released a study that tracked the students who graduated from Boston Public Schools in 2007. The conclusion: for every 167 women in four-year colleges there were only 100 men. Is poverty the cause? The male and female students came from similar streets and neighborhoods. Is race the only issue? That’s not what the study uncovered. In fact, black females were five percentage points more likely to pursue further study after high school, including community colleges, four-year colleges, and technical or vocational schools, than white males.
The Decade of Decline: Gender Equity in High School …
What happens to these less-qualified males once they’re in college? Many continue their slack habits from high school, explaining much of the gender gap in college persistence rates, which count those who earn degrees within six years.
“The Decade of Decline: Gender Equity in High School Sports ..
The Office of Equity, Social Justice and Multicultural Education promotes — through programs and services — an academic, cultural and social environment that provides equity, social justice and academic success for all members of the De Anza College campus community. It supports the district and college missions, which consider diversity an essential component of student education in the 21st century.
It will then consider the discourse of gender equity in ..
Teachers may be encouraging all students to continue their education beyond high school, but the message may be heard differently by male and female students, and moderated by race and income. Recent data from a study we are doing here at Wellesley Centers for Women with a large, racially diverse sample of low-income students in a large urban school district found that 95 percent of students, both boys and girls, aspired to attend college when asked in 9th and 10th grade. But if their actual college enrollment rates are in line with past district figures, far fewer will enroll in college and the numbers for young men will be lower than for young women.