9780805854749

What's missing from your teacher education program? According to research studies, one glaring omission is gender. Tomorrow's teachers receive little instruction or training on the tremendous impact of gender in the classroom. Just how does gender influence teaching, the curriculum, and the lives of teachers and students in the classroom? This unique book has been designed to answer those questions. Gender in the Classroomis intended to be used across the teacher education curriculum--from subject-specific methods courses to foundations, from educational psychology to student teaching. It can be adopted for an entire program, or several instructors can adopt it jointly, or a single instructor can adopt it as one of several or a supplementary text for a course. A comprehensive Instructor's Manual provides teaching ideas and materials for teacher educators who adopt the text. Each chapter offers practical information and skills about gender and sex differences, curriculum, and specific teaching methods. Written in a lively style, the text features a number of interactive activities to engage and instruct the reader. The chapters follow a common format designed to invite student interest and action. Each is built aroundEssential Equity Questionsthat focus on pertinent gender-related questions and issues in a specific subject area: *the role of women in education--intersections of the teaching profession, feminism, and teachers as activists for social change; *gender differences in cognitive ability, attitudes, and behavior; *how to teach and implement Title IX; *how to observe classrooms to "see" gender bias; *social studies education; *English/language arts methods; *science education; and *mathematics and technology education. Interactionsin each chapter engage students in activities to promote understanding. EachInteractionis linked to one or more specific INTASC standards. In the last chapter, the emphasis is on applying many of the skills learned previously--it gives student teachers and their supervisors several tools they can use for analyzing classroom teaching and detecting gender bias. This chapter also includes a culminating activity for identifying and correcting curricular bias. In fact, many of the techniques in this text can be applied to uncover and correct not only gender bias, but racial, ethnic, and cultural bias as well.

Dr. David Sadker is a professor at The American University (Washington, DC) and with his late wife Myra Sadker, gained a national reputation for research and publications concerning the impact of gender in schools. Dr. Sadker has degrees from CCNY, Harvard University, and the University of Massachusetts. He has directed more than a dozen federal education grants, authored five books and more than 75 articles in journals such as Phi Delta Kappan, Harvard Educational Review, and Psychology Today. His research and writing document sex bias from the classroom to the boardroom. The Sadkers’ work has been reported in hundreds of newspapers and magazines including USA Today, USA Weekend, Parade Magazine, Business Week, The Washington Post, The London Times, The New York Times, Time, and Newsweek. They appeared on local and national television and radio shows such as The Today Show, Good Morning America, The Oprah Winfrey Show, Phil Donahue’s The Human Animal, National Public Radio’s All Things Considered and Talk of the Nation, and twice on Dateline: NBC with Jane Pauley. The Sadkers’ book, Failing at Fairness: How Our Schools Cheat Girls, was published by Touchstone Press in 1995, and their introductory teacher education textbook, Teachers, Schools and Society (McGraw Hill) is now in its 7th edition.
The Sadkers received the American Educational Research Association’s award for the best review of research published in the United States in 1991, their professional service award in 1995, and their Willystine Goodsell award in 2004. The Sadkers were recognized with the Eleanor Roosevelt Award from The American Association of University Women in 1995, and the Gender Architect Award from the American Association of Colleges of Teacher Education in 2001. David Sadker has received two honorary doctorates.

Ellen S. Silber is Professor of French at Marymount College of Fordham University, Tarrytown, New York, where she also coordinates women's studies and is the director of the Marymount Institute for the Education of Women and Girls. She edited Critical Issues in Foreign Language Instruction (1991) and co-edited Analyzing the Different Voice: Feminist Psychological Theory and Literary Texts (1998) and Women in Literature: Reading Through the Lens of Gender (2003) with Jerilyn Fisher. She was an associate editor for a special issue of the Women's Studies Quarterly: Keeping Gender on the Chalkboard (2001). Silber is especially interested in gender equity in education and received a Ford Foundation grant to work with the team of authors who contributed to this volume. She is currently directing Mentoring Latinas, a project in which Hispanic female college students mentor Hispanic middle school girls to help them reach their academic and social potential.

Preface	p. xi
Strong Women Teachers: Their Struggles and Strategies for Gender Equity	p. 1
What are the salient social, cultural, political, and economic factors that affected female teachers in the 20th century?	p. 2
What strategies did female teachers use and what roles did they play to respond to social, cultural, political, and economic barriers?	p. 6
How did feminist ideology and the contemporary women's movement inform and influence female teachers in their efforts to achieve workplace equity?	p. 11
Resources	p. 25
References	p. 29
Gender Differences in Cognitive Ability, Attitudes, and Behavior	p. 33
Are there gender differences in cognitive ability?	p. 34
What are some of the psychological and social differences between boys and girls?	p. 41
Are there gender differences in learning styles?	p. 47
How might classrooms be organized to improve academic achievement for boys and girls?	p. 56
Resources	p. 64
References	p. 67
Teachers, Students, and Title IX: A Promise for Fairness	p. 73
What is Title IX and why do we need it?	p. 74
How do schools comply with Title IX?	p. 80
What's next for tTitle IX? Emerging issues	p. 96
Resources	p. 101
References	p. 106
Citizenship Education for the 21st Century-A Gender Inclusive Approach to Social Studies	p. 109
Who are our students?	p. 110
Whose story gets told in my social studies classroom?	p. 116
Which instructional and assessment approaches advance gender equity in social studies classrooms?	p. 127
What kinds of citizens do we want to be-What do we know and believe about the implications for social studies education of the citizenship mandate?	p. 137
Resources	p. 151
Key Concepts	p. 154
References	p. 161
A Gender-Inclusive Approach to English/Language Arts Methods: Literacy With a Critical Lens	p. 165
How do assumptions about gender influence the teaching of literature?	p. 168
How do assumptions about gender influence the teaching of writing?	p. 184
How do assessment instruments, standardized and homemade, reflect or reinforce assumptions about gender and performance?	p. 196
Resources	p. 199
Key Concepts	p. 201
References	p. 203
A Gender Inclusive Approach to Science Education	p. 205
How does the stereotype of the scientist affect students' abilities to see themselves as competent in scientific inquiry?	p. 207
How does understanding the nature of science encourage greater participation in scientific activities?	p. 213
How does engaging in locally relevant scientific issues and problems foster greater enthusiasm for science?	p. 216
Resources	p. 219
References	p. 222
Gender Equity Intersects With Mathematics and Technology: Problem-Solving Education for Changing Times	p. 225
Why is mathematics important?	p. 226
Are there gender differences in cognitive ability or learning style in mathematics and technology?	p. 233
What kinds of social and cultural factors influence gender differences in cognitive abilities or in academic performance pertaining to mathematics and technology?	p. 238
What kinds of instructional and assessment strategies foster mathematics and technology achievement for all students in the classroom?	p. 243
Resources	p. 255
References	p. 256
Practical Strategies for Detecting and Correcting Gender Bias in Your Classroom	p. 259
What are some basic considerations in preparing for classroom observation?	p. 260
What techniques can we use to fairly and effectively identify bias in classroom interaction?	p. 263
How can we detect and correct curricular bias?	p. 271
Resources	p. 274
References	p. 275
Guide to INTASC Principles Reflected in Chapter Interactions	p. 277
Contributors	p. 281
Author Index	p. 285
Subject Index	p. 291
Table of Contents provided by Ingram. All Rights Reserved.

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Gender in the Classroom: Foundations, Skills, Methods, and Strategies Across the Curriculum

Gender in the Classroom: Foundations, Skills, Methods, and Strategies Across the Curriculum

0805854746

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