148021
Beschreibung
Karteikarten von Nathan Lapin, aktualisiert more than 1 year ago
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Erstellt von Nathan Lapin
vor etwa 11 Jahre
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| Frage | Antworten |
| Characteristics of a Comparative Classroom | Lessons are integrated; Both competitive and collaborative approaches are present; Interest in home-school collaboration is high; parents are viewed as “first teachers.”; Students cooperate with one another in planning their activities |
| How does a teacher act in a collaborative classroom? | A coach rather than an expert |
| What is the role of a student? | A student; but can be a coach as well |
| Who serves as instructors? | Parents, grandparents, other community members |
| Because students and teachers collaborate, content is... | Interdisciplinary |
| On the subject of gender identity, the knowledge that one is separate from parents and family shows what perspective? | The development of one's sense of identity; begins early |
| What is A critical part of identity development, beginning at least at birth? | Gender |
| When does Identification in terms of sex begin? ("I am a boy, I am a girl?") | 18 months |
| What is involved in gender socialization? | The child learns to distinguish between men and women, boys and girls, and to know what kinds of behavior are characteristic of each; o The child learns to express appropriate gender role preferences for himself or herself; o The child learns to behave in accordance with gender role standards. |
| What do parents do when it comes to boys and girls? | Boys are handled rougher, girls get more verbal attention, boys have more freedom while girls are held closer to the supervising parent, Girls get more help in solving problems; boys told to “figure it out” |
| What shapes the behavior of children? | Parents’ approval of “appropriate” gender behavior |
| What are other examples of socializing agents? | • Television • Children’s books • Children’s toys • Nursery rhymes, religious stories • Proverbs and sayings |
| Who socializes earlier? Boys or Girls? | Boys |
| Who gets more punishment from their deviation of norms? Boys or Girls? | Boys |
| What are gender stereotypes in school for boys? | independent, strong, logical, direct, adventurous, and aggressive |
| What are gender stereotypes in school for girls? | Passive, weak, illogical, indirect, gentle, emotional |
| Misogyny | Denigration of hatred for women |
| Homophobia | Fear of homosexuality, homosexuals |
| What is the assumption in both cases of misogyny and homosexuality? | Feminine qualities are less valued |
| “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal financial assistance.” | Title IX Education Amendment in 1972 |
| Supreme Court agrees that schools that do not receive direct federal funds can be excluded from Title IX | Grove City vs Bell 1984 |
| Overrode Bell; required all education institutions receiving any federal funds (e.g., student loans) must comply with Title IX | Civil Rights Restoration Act of 1988 |
| What are issues of concern today? | Single-Sex Education and the Use of Technology |
| How can teachers decrease levels of homophobia? | Make no assumptions about sexuality (e.g., use gender-free language). • Have something gay-related in your office, to identify yourself as a safe person to talk to • Support, normalize, and validate student's feelings about their sexuality. • Do not advise "coming out" to parents and family. • Guarantee confidentiality with students. • Challenge homophobia. • Combat heterosexism in your classroom. |
| Traits that any person may be able to display but that are assigned value when displayed by people of the appropriate sex | Genderized Traits |
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