Gender Disparity in the Upper Elementary Classroom: Does Equity Exist? By: Sherri Durant SCE 5305Fall, 2004.

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Presentation transcript:

Gender Disparity in the Upper Elementary Classroom: Does Equity Exist? By: Sherri Durant SCE 5305Fall, 2004

Gender Disparity or Equity? Approximately 50% of students have the sociological gender of female. Is gender bias in the upper elementary classroom subtle or overt? “Upper elementary” encompasses grades 4-6 and ages Gender equity cannot be legislated.

Three Key Aspects of Gender Disparity Interactions with and perceptions of: Teachers Students Society

Teachers: Interactions and Perceptions The science teacher is a significant adult in the lives of students. The teacher’s language and behaviors influence the development of children. Through subtle and overt actions, the teacher establishes an environment for student performance. Praise and feedback directly impact students.

How Do Praise and Feedback Lead to Gender Disparity? Boys tend to control classroom situations. Girls tend to be less willing to draw attention to themselves. Hidden curriculum often supports the silence of girls. Science-related experiences are not the same for girls and boys.

Students: Interactions and Perceptions Boys have more interest in science. Girls view science as difficult to understand. In the science class, girls assume traditional roles. Girls prefer the sciences that are viewed as helpful to society.

Society: Interactions and Perceptions Gender disparity is perpetuated by stereotyping and cultural beliefs. Textbooks do not reflect the female’s experiences, achievements, and concerns. Parental expectations differ for girls in the sciences. Technology presents another gap for girls to cross.

What happens now? Are girls sitting passively in the classroom? What about the status quo? More action research is needed. Next semester, Jacie McDonald and I will investigate the interactions on our campus. Is there disparity or equity?

References Buck, G.A. (2000). Teaching discourses: Science teachers’ responses to the voices of adolescent girls. Learning Environments Research, 5, Burnett, P.C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22(1), Evans, K.S. (1998). Combating gender disparity in education: Guidelines for early childhood educators. Early Childhood Education Journal, 26(2), Jones, M.G., Howe, A., and Rua, M.J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84, Rennie, L.J. (1998). Gender equity: Toward clarification and a research direction for science teacher education. Journal of Research in Science Teaching, 35(8), Sadker, D. (1999, April). Gender equity: Still knocking at the classroom door. Educational Leadership, Women’s Educational Equity Act, Subpart 21, Section 5611.b.3.B-C. (2001). Retrieved 10/16/2004 from