Alexandra Gallardo CURRICULUM: GENDERED, RACED, CLASSED, AND HETEROSEXIST

 Curriculum is gendered in terms of what is taught and to whom.  Not everyone agrees, but many education researchers argue that curriculum is gendered masculine.  Not intentional because it is a Hidden Curriculum.  Hidden Curriculum: “Norms, values, and beliefs as a byproduct of education that people often fail to question.” HOW DOES IT HAPPEN?

 History tends to be told as a series of battles where men play all the major roles ex. Alexander Hamilton and Eliza Schuyler Hamilton  There is some evidence that girls are becoming more academically successful than boys, however research of classrooms shows that girls and boys continue to be socialized differently. GENDER

 Teachers socialize girls towards a feminine ideal.  Girls are praised for being neat, quiet, and calm.  Boys are encouraged to think independently, be active and speak up.  Girls are socialized to value popularity, and that educational performance and ability are not as important.  Assertive behavior from girls is often seen as disruptive and may be viewed negatively by adults. GENDER

 Researchers have found subtle hints of sexism in language choices, images used, and activities that might motivate girls.  In a 1970 study conducted by Inge K. Boverman, 79 therapists were asked to define the psychological characteristics of three variations: 1.Healthy adult person 2.Healthy adult man 3.Healthy adult woman SEXISM

 Their replies described the healthy man and healthy adult almost identically as: 1.Active 2.Independent 3.Adventurous 4.Logical  The healthy woman was: 1.Dependent 2.Emotional 3.Subjective 4.Passive 5.Illogical  All of these were used to describe an unhealthy adult, and findings show that women are in a double-bind. SEXISM

 In October, 2015 the McGraw Hill textbook company received bad press after a student posted a controversial photo from their world-geography textbook.  The book talked about the Atlantic Slave Trade, claiming that it brought “Millions of workers from Africa to the Southern U.S.”  Referring to the African Americans as “workers” instead of “slaves”. CURRICULUM AND RACE

 The mother of the student then made a video that got over 2 million views, and renewed conversations around the “Black Lives Matter” movement.  Texas has the second largest textbook market, what they do influences the remaining 48 states when it comes to textbook options and selections.  Not only does curriculum in schools skew the history of the U.S. it rarely mentions the contributions and struggles of the Native Americans, Hispanics, people with disabilities, and people who are LGBTQ. CURRICULUM AND RACE

 Knowledge Construction D/P: “What gets taught to students as truth and knowledge reflects predominant cultural values”  In 2010 the Texas Board of Education voted to approve new guidelines for social studies curriculum in elementary, middle, and high schools.  When viewing the changes, look for the Hidden Curriculum. KNOWLEDGE CONSTRUCTION AND TEXAS

Changes:  Eliminating the history of the Ku Klux Klan in Texas  Excluding names of the Tejanos who died defending the Alamo  Reinterpreting Thomas Jefferson’s intent regarding the separation of church and state  Making light of the need for the human rights movements in the 1960’s  Naming many White women who contributed to Texas history but not African American or Mexican/Hispanic women.  Excluding the names of women who helped seek the right to vote in 1920 KNOWLEDGE CONSTRUCTION AND TEXAS

 This rewriting of curriculum is an example of Institutional Power.  During a Texas Board Meeting, U.S. Education Secretary Arne Duncan said: “With this, we can assume that the status of knowledge in the U.S. is the product of White, Western, Capitalist, and Masculine viewpoints.” KNOWLEDGE CONSTRUCTION

 Amanda Chapman “Gender Bias in Education”, How to address gender bias; inclusivity.  Teachers should and were given the tools and materials to go against gendered curriculum.  Opportunity for teachers to talk about gender in their curriculum. PURPLE PENGUIN

 How curriculum is gendered  Hidden Curriculum  History as told by a masculine point of view  How males and females are socialized differently  Sexism in curriculum  Curriculum and Race  Knowledge Construction and Texas  How curriculum involves the Purple Penguin Case CONCLUSION