Talking about gender inequity. (From Our Readers).I had the opportunity to read your article "Emergent emergent /emer·gent/ (e-mer´jent) 1. coming out from a cavity or other part. 2. pertaining to an emergency. emergent 1. coming out from a cavity or other part. 2. coming on suddenly. Inquiry: Using Children's Literature children's literature, writing whose primary audience is children. See also children's book illustration. The Beginnings of Children's Literature The earliest of what came to be regarded as children's literature was first meant for adults. To Ask Hard Questions About Gender Bias" (Carol Walker and Martha M. Foote, Childhood Education, Winter 1999/ 2000) and I'm writing this letter to tell you how pleased I was with the information you provided regarding children and the effect of gender inequality in schools. I feel this type of information should be made available to all educators who deal with children on a daily basis. In the article, it was stated that in class "boys called out eight times more often than girls did, and that teachers tended to accept boys' called-out answers, while they usually reminded girls who called out to raise their hands." These teachers, possibly without noticing it, have modeled the belief that boys should be "assertive as·ser·tive adj. Inclined to bold or confident assertion; aggressively self-assured. as·ser  tive·ly adv. ," while girls should be "passive." The
article continues on to say that because of this, "boys received
more specific, and therefore more instructive in·struc·tive adj. Conveying knowledge or information; enlightening. in·struc tive·ly adv. , feedback from
teachers." In looking at these two statements, I feel that this
agrees with the statement that "the continuing purpose of gender as
a modern social institution is to construct women as a group to be the
subordinates of men as a group" (Judith Lorber, "Night to His
Day: The Social Construction of Gender," Readings for Diversity and
Social Justice, 2000:210). Without changing what these teachers are
doing in their classrooms, they have put the girls into a subordinate
group by their actions. Later, the article talks about children of
parents who have reverse roles, with the father staying at home to be a
caregiver care·giv·ern. 1. An individual, such as a physician, nurse, or social worker, who assists in the identification, prevention, or treatment of an illness or disability. 2. , while the mother works full-time. In this scenario, it is stated that boys "knew what to do with a baby" and that they saw it "as a human job." The girls in the same scenario had "very active images of the outside world and what their mothers were doing in the workplace." By looking at this, it is now becoming clear that "as new norms develop, more flexible roles, personalities, and behaviors are evolving for both males and females" (Donna M. Gollnick / Philip C. Chinn, Multicultural mul·ti·cul·tur·al adj. 1. Of, relating to, or including several cultures. 2. Of or relating to a social or educational theory that encourages interest in many cultures within a society rather than in only a mainstream culture. Education in a Pluralistic plu·ral·is·tic adj. 1. Of or relating to social or philosophical pluralism. 2. Having multiple aspects or parts: "the idea that intelligence is a pluralistic quality that ... Society, 1990:126). This article can provide information to open the eyes of teachers who continue to show gender bias in their classrooms. I hope that you will continue to provide this information to teachers. Sincerely, Corey Dunaiski |
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