Gendered lnteraction Masculine and Feminine Styles of Verbal Communication
Gendered Education: Communication in Schools Chapter 8.
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Transcript of Gendered Education: Communication in Schools Chapter 8.
![Page 1: Gendered Education: Communication in Schools Chapter 8.](https://reader038.fdocuments.net/reader038/viewer/2022102521/5514310c5503466d1a8b5014/html5/thumbnails/1.jpg)
Gendered Gendered Education: Education: Communication in Communication in SchoolsSchools
Chapter 8
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Communication in Communication in SchoolsSchoolsHistorically, girls had less
educational opportunityNow much discrimination
eliminatedSchools still marked by gendered
dynamics
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Communication in Communication in SchoolsSchoolsSchools are agents of gender
socializationWhat schools teach us about
gender is not static
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AcademicsAcademicsMales and females encounter
gendered expectations in schools
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MalesMalesBoys developmentally
disadvantaged in early school environment◦Feminine environments◦Adult females outnumber adult males
◦Boys have less impulse control – difficulty adjusting to school
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MalesMalesMales lag behind females
◦Biology contributes to males’ slower development of verbal skills
◦Males more likely to drop out of high school
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MalesMales
Gap expands after high schoolFemales likely to attend collegeRace and socio-economic class
also linked to success in higher education
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MalesMalesPersonal choices affect academic
performance◦Studying or engaging in recreation
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MalesMales
Schooling reproduces gender stereotypes◦Men not encouraged to enter feminine fields
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FemalesFemales
Belief females have less ability in math and science helped erect barriers◦Girls do as well as boys in math in early years
◦Male and female high school students perform equally well on math tests
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FemalesFemalesGirls are taking more advanced
math classesWith equal training they do wellFemales progressively drop out
of math and science
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FemalesFemalesEncounter faculty and peers who
assume they are less ableSex stereotypes affect women’s
self-confidence
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FemalesFemalesWomen may face gender-related
barriers in fields such as engineering◦Social disapproval◦Assertiveness needed in field may be counter to social prescriptions for femininity
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FemalesFemales
Sex-related differences in brains and hormones give males edge in math and science◦Higher mean averages for males come from a few males
Innate differences less important than social influences in the U.S.◦Not true in all cultures
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Stereotyped Stereotyped CurriculaCurriculaCurriculum content is less biased
than in pastBut gender stereotypes persist
◦Accounts of war focus on battles and leaders
◦Women’s contributions on home front seldom noted
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Stereotyped Stereotyped CurriculaCurriculaWomen highlighted in curricula:
◦Women who fit traditional stereotypes Betsy Ross
◦Women who distinguished self on men’s terms Ella Baker
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StereotypedStereotyped Curricula Curricula
Epochs taught in terms of effects on men
Neglect impact on women and minorities
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Stereotyped Stereotyped CurriculaCurricula
Science has gender stereotypes that distort how taught
Sexism in education intersects with other forms of discrimination◦Minorities underrepresented in educational materials
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Stereotyped Stereotyped CurriculaCurriculaCurriculum diminishes education Students deprived of
understanding how half the population experiences the world
Encourages men to see themselves as able to fulfill ambitions and women not able
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AthleticsAthletics
Female students have unprecedented athletic opportunities◦Due in part to Title IX◦Learn about the history of Title IX at http://www.ed.gov/pubs/TitleIX/index.html
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AthleticsAthleticsTitle IX basics
◦Women must be provided equitable opportunity
◦Colleges must provide with proportional scholarships
◦Equal treatment includes more than playing time and scholarships
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AthleticsAthleticsPlaying field not even
◦Male athletes and coaches continue to have more support
◦Number of female athletes in college has not increased proportionately
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AthleticsAthleticsPrior to Title
IX, most coaches of women’s sports were women
Today fewer women’s sports coached by women
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AthleticsAthleticsDivision I colleges pay male
coaches more than women coaches◦Read more at http://chronicle.com/free/v47/i39/39a03801.htm
Only 38% of expenses for athletics allocated to women
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AthleticsAthletics2005 – Supreme Court ruling
regarding Title IX:◦All college required to do is send students survey about athletic interests and abilities
◦If don’t reply, may assume satisfied with policies
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Gender Socialization Gender Socialization in Peer Culturesin Peer CulturesPeers exercise strong influence
on gender attitudes and identitiesAcceptance by peers higher when
children conform to gender stereotypes
College is training ground for adulthood
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Pressures to Conform Pressures to Conform to Masculinityto Masculinity
Males more insistent boys do boy things than females are that girls do girl things
Gender socialization more rigid for boys
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Pressures to Conform Pressures to Conform to Masculinityto Masculinity
Boys learn they have to be strong and tough to fit in
Learn they must not show signs of femininity◦Reinforces message masculine is more valuable than feminine
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Pressures to Conform Pressures to Conform to Masculinityto Masculinity
Male bonding in peer groups reinforces masculine identification
Often engage in drinking and sexual activity
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Pressures to Conform Pressures to Conform to Masculinityto Masculinity
Fraternities encourage brothers to embody extreme versions of masculinity
Heavy drinkingSexDemeaning women
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Pressures to Conform Pressures to Conform to Masculinityto MasculinityDesire to be accepted
overshadows values and sense of decency
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Pressures to Conform Pressures to Conform to Femininityto Femininity
Female peer groups reinforce identity in girls
Make fun of or exclude girlsMany do what is necessary to
gain approvalFrustrating to some parents
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Pressures to Conform Pressures to Conform to Femininityto FemininityMale students jeer, make lewd
suggestions, touch women without consent
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Pressures to Conform Pressures to Conform to Femininityto Femininity
Faculty treat women students in gender-stereotyped ways
These actions tell women students they are not taken seriously
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Pressures to Conform Pressures to Conform to Femininityto Femininity
Women in college feel two sets of pressures:◦Be successful as feminine woman
◦Be smart and academically successful
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Pressures to Conform Pressures to Conform to Femininityto Femininity
Relentless pressure to achieve effortless perfection
Undergraduate women feel overwhelmed by expectations
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Pressures to Conform Pressures to Conform to Femininityto FemininityCulture of romance
◦Discouraged by academic barriers
◦Intense peer pressure
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Single-Sex ProgramsSingle-Sex Programs
Single-sex schools may solve some of these problems◦Heterosexual males more likely to make academics priority in single-sex schools
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Single-Sex ProgramsSingle-Sex Programs
Disproportionate number of women in Congress and running top businesses graduated from women’s colleges
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Single-Sex ProgramsSingle-Sex Programs
Critics argue sex-segregated education isn’t answer◦Better solution is make sure teachers in all schools treat students equally
Single-sex schools tend to be private and charge tuition
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Pressures Facing Pressures Facing FacultyFaculty
Gender stereotypes also affect faculty members
Gender biases and barriers greater for women faculty than for women students
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Gendered Gendered HierarchiesHierarchies
More prestigious the institution, greater proportion of male faculty◦Elementary schools – vast majority women
◦High schools – imbalance less pronounced
◦Colleges – number of men increases
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Gendered Gendered HierarchiesHierarchiesProportion of male and female
faculty affect students◦Women and minority students have fewer role models
◦If more men in administrative roles, students may infer it’s normal for men to hold positions of status
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Gender Bias in Gender Bias in EvaluationsEvaluations
Bias against women influences hiring decisions, performance reviews, promotion
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Gender Bias in Gender Bias in EvaluationsEvaluations
Women and minorities more likely to be hired when blind selection process
Predominantly male hiring committees hire fewer female faculty
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Gender Bias in Gender Bias in EvaluationsEvaluations
Once hired, women continue to face bias◦Performance more closely scrutinized
◦Judged by stricter standards Hard to be perceived as competent
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Gender Bias in Gender Bias in EvaluationsEvaluations
Men have to give more convincing demonstrations of incompetence
Male candidates judged on promise
Female candidates judged by accomplishments
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Gender Bias in Gender Bias in EvaluationsEvaluations
Invisible hand discrimination – unwitting discrimination in applying policies that are not inherently biased
Largely unconscious – makes it difficult to eliminate
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Gender Bias in Gender Bias in EvaluationsEvaluations
Gender bias in evaluations has material consequences◦Discrepancies between salaries◦Slower rates of promotion
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Gender Bias in Gender Bias in EvaluationsEvaluations
Assertiveness in males taken as brilliance
Assertiveness in females judged negatively
Women’s achievements - luck
Men’s achievements - competence
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Gendered Policies & Gendered Policies & ExpectationsExpectations
Institutions based on outdated family model
Assume faculty committed to job don’t have to worry about domestic life
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Earning TenureEarning Tenure
Early years require long hoursThese years usually coincide with
ideal years for bearing childrenWomen faculty find it challenging
to be professionals and parents
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Earning TenureEarning Tenure
Faculty member who has child loses work time
Tenure clock penalizes womenMales penalized if career is not
primary focusNo paternity leave
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Service ExpectationsService Expectations
Due to small numbers, excessive service and mentoring responsibilities for women◦Contribute to overload on female faculty