Research has shown that teacher-student interaction differs according to the gender of the student (the gender of the teacher does not seem to matter), although most teachers are unaware of any inequities. Studies consistently show that boys have more interventions with teachers than do girls. For example, it has been found that teachers are more responsive to the disruptive behavior of boys than

girls and more likely to reprimand boys. When children request attention, teachers generally respond to boys with instructions and to girls with nurturance. In addition, girls receive more attention when they are physically close to the teacher, whereas boys are given attention at a distance. It has also been found that the feedback received by boys and by girls on the intellectual quality of their work differs. For example, boys receive considerable criticism for failing to obey the rules, whereas girls receive criticism related to their performance. Boys attribute their failure to do well to lack of effort, whereas girls attribute it to a lack of ability. Do some girls, then, give up trying to succeed when they reach high school due to the responses their elementary teachers have given them? It is well established that girls generally perform better academically than boys in elementary school but falter in high school. For example, girls do not do as well as boys in science and math by the time they reach adolescence. In addition, girls typically take fewer advanced math classes than do boys in high school and college. Even though Title IX of the Educational Amendment Act of 1972 obliged schools to provide equal treatment for males and females, schools are still shortchanging girls according to a report by the AAUW. Although more girls are now involved in athletics, the contributions and experiences of females are not as visible as are those of males in textbooks. Furthermore, the pace of change is slow in gender-segregated enrollment patterns in vocational education, with girls primarily enrolled in office and business-training programs, and boys in programs leading to higher-paying trade jobs. Sexuality and the realities of sexual activity (pregnancy, disease, rape) are rarely discussed in schools, although, by law, sexual harassment is defined and consequences delineated. Teachers must be trained to foster assertive and affiliative skills in both girls and boys. School curricula and textbooks should be monitored for gender stereotypes and provide positive role models for both girls and boys. The tone of the last paragraph could be described as

a. indifferent.
b. indignant.
c. concerned. d. nostalgic.


c

Language Arts & World Languages

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Circle the verb that agrees in number with the subject in each of the following sentences. At the end of a rutted lane (is, are) a house and a barn

What will be an ideal response?

Language Arts & World Languages

INSTRUCTIONS: Strike through all prepositional phrases. Underline each subject once. Then find the incorrect verb form in each sentence and correct it to agree in number with the subject. Write C if there is no error. (Keep the present tense.)The postal carrier always deliver mail after lunch.

What will be an ideal response?

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Give the correct conjugation of the verb in parenthesis

Nosotras_________________ (pasar) mucho tiempo en el centro estudiantil.

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Cada año las empresas de todo el mundo invierten más y más dinero en la tecnología. El año 2017 va a ser uno de los más caros dado que se espera un gasto promedio de 3,5 mil millones de dólares. El sector que va a experimentar un mayor crecimiento es el de la tecnología ponible. a Este campo novedoso incluye invenciones tales como los relojes, gafas, pulseras y otros aparatos que una persona puede llevar puestos y utilizar con celulares inteligentes y tabletas. Con esta tecnología se puede realizar un seguimiento b del sueño, medir el progreso de fitness, contestar llamadas y mucho más. Dentro del sector de la ropa inteligente hemos notado un creciente interés en la tecnología de la belleza. Este concepto innovador intenta unir los productos que las mujeres usan normalmente,

como el maquillaje y las uñas postizas, c con electrónica para convertir estos objetos ordinarios en aparatos que pueden interactuar con dispositivos inteligentes. Con pequeños movimientos de cuerpo, como una sonrisa o un guiño d del ojo, los usuarios de la tecnología de la belleza podrán abrir puertas, pagar por algo en el supermercado, apagar y encender la televisión y hasta componer música. Una de las líderes en este campo todavía no muy explorado es Katia Vega. Sus innovaciones incluyen el Winkyremote, que permite controlar la televisión con movimientos de los ojos y las cejas, e y Hairware, las extensiones de cabello que cuando entran en contacto con los dedos pueden grabar conversaciones y enviar la ubicación de una persona a su familia en caso de peligro. Esta joven peruana ganó el premio de «Innovadores menores de 35 Perú 2016» presentado por MIT Technology Review en español. Con sus creaciones, Vega espera avanzar el campo de la tecnología ponible. La joven innovadora desea revolucionar el mundo y regalar cierto «superpoder» a sus usuarios para transformar el cuerpo humano en un medio de intercomunicación. ¿Qué tipo de tareas pueden hacer los usuarios de la tecnología ponible? a. escribir novelas y poseía b. componer música y controlar la televisión c. aprender idiomas extranjeros

Language Arts & World Languages