Describe gender bias in the classroom and suggest a reason that it occurs. There are at least three ways that gender bias affects students. List and describe the three ways

What will be an ideal response?


Gender bias occurs in the classroom when teachers respond differently to male and female students without having sound educational reasons for doing so. Studies have shown that teachers do treat male and female students differently. One reason for this is probably that teacher behavior
is influenced by traditional gender-role stereotyping. According to these stereotypes, boys are expected to be more impulsive and unruly than girls, who are expected to exhibit more self-control and to be obedient. The author describes three ways in which gender bias affects students. They are
(1) Course selection: Although high school students of both genders take about the same
number and type of math courses, more boys than girls take calculus. While girls take close to the same number of science courses as boys, girls are more likely to study the biological sciences, whereas boys are more likely to take physics and engineering.
(2) Career choice: Relatively few girls choose careers in science, mathematics, engineering, or computer-related fields. Females outnumber males, however, in educational administration, educational and vocational counseling, social work, and public relations. A discussion of possible reasons for these differences in career choice is provided in the text. (3) Class participation: Children tend to adopt the gender roles that are portrayed in society as being the most appropriate and acceptable. According to psychologists, such as Gilligan,
girls learn to suppress their true personality and beliefs. In classroom discussions, instead of saying what they truly think about the topic, they will either give no opinion or say what they believe others want to hear. This phenomenon is referred to as "loss of voice."

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a. True b. False

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The three phases of children's peer play are _______________

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Research cited by the authors of the assessment Principle consistently suggested which of the following?

a. Students who earn the highest grades in mathematics also possess the deepest levels of understanding of the content. b. Teachers who use alternative strategies to assess students tend to produce students who are more knowledgeable about the content. c. Students in states that require proficiency and graduation tests tend to outperform states that do not have this requirement. d. Effective teachers rarely need to administer a written test to determine the progress of their students. e. Teachers who routinely gather formative assessment information tend to produce students who exhibit higher levels of learning than their peers.

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Answer the following statement(s) true (T) or false (F)

Acceleration of the curriculum for students who are gifted and talented often contributes to social and emotional difficulties.

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