Chris and Manuel - Girls' and Boys'Education - A Mind Map

Chris and Manuel - Girls' and Boys'Education - A Mind Map

Annotations:

• Use the Note Area to cite sources of information you found. Click the upper right corner of the box to make the note pad appear, then type.

1. Level 2: Sources Before 2010. In the bubbles below, record the main idea of each of the five articles we read for the discussion posts. Use dates in APA style.
   1. The main idea of How Schools Shortchange Girls (Wesley College 1992) article is that there is not enough attention paid on girls when it comes to discussing educational issues
   2. Boys Are Struggling (Whitmire 2004) The main idea of this article is that girls are doing better in school than boys

      Annotations:

      • Note the citation here - it is APA style.  The author's last name and the date of the article/book.  Then at the end, you would have a list of references in APA style that would include the name of the article/book - like what most of you did for your biography project.
      1. Perhaps this is due to activities at home where girls are more focused on reading and boys on physical activity
   3. The Truth About Boys and Girls (Mead 2006) The main idea of this article is that the educational gap of boys is exaggerated by experts who want educational reforms in the education system
   4. The main idea of the article Landscapes of Learning: Sexism in Schools (Greene 1978) is that many teachers are not aware of how they impose gender roles on their students and the consequences this has on the students' educational development
   5. The Problem with Gender-Based Education (Mead 2008) The main idea of this article is that there was a belief that boys and grils learned differently but in reality the differences in learning between them are minimal
2. Level 2: Sources After 2010. Choose 5 of the 8 new articles I provided, or search the web for others. Any combination is also fine. In the bubbles below, record the main idea of each.
   1. Heitin (2013) Boys are favored over girls in science classes
   2. Adams (2013) More women than men attend college by the choice they make on whice high school to attend
      1. Different enrollment patterns by gender and this is more pronounced in minorities
   3. Robelen (2013) The global reading gap for boys is three times as large as the math gap for girls
   4. Mead (2013) Girls are pulling ahed of boys in elite schools in New York but at the same time, boys significantly outnumber girls
   5. Segal (2013) Boys have higher scores on the SAT test, especially in the math section of the test
      1. Despite girls doing better overall in the classroom, there are some speculations of why they score lower on the SAT
         1. It could be that the SAT is not an accurate predictor of mathematical ability
         2. Perhaps the belief that boys are better at math than girls is true due to social construct
         3. It could be that the gender gap results are from the construction of the SAT itself that rewards risk taking
3. Level 1: At least three connections go in bubbles on this level. What have you found to remain the same throughout both time periods (before 2010 and after 2010) concerning girls' and boys' ed? Write these connections in boxes/bubbles on this level.

   Annotations:

   • Here is where you show evidence of your thinking. Connect the pieces about boys and girls' education that you have found to be the same in sources before 2010 (which we read for the discussions) and in sources you found dated after 2010.
   1. In general, girls are doing better than boys and going off to college

      Annotations:

      • Adams 2013 USA Today 2004
   2. Boys and girls learn differently.

      Annotations:

      • Robelen 2013 Mead 2008
   3. There is still sexism in schools. In science classes, boys are favored over girls

      Annotations:

      • Greene 1978 Heitin 2014
4. Level 3: What differences in the updated information did you find? Compare articles dated after 2010 to those dated before 2010. Record at least three.
   1. EXAMPLE: Mead (2008) said blah blah blah; however, Adams (2013) says blah blah blah...
   5. Level 4: Look at sources dated after 2010 that your group found for this week's discussion posts. On this level, show at least two likenesses (to the right) and two differences(to the left) you found as you studied these and ANY other works we have studied in the course. Cite your findings.
      1. EXAMPLE: We found an article entitled, "Blah Blah" (2014) It highlighted three points very similarly to Greene (1978) and Bowles (1976)
         1. Point #1 blah blah
         2. #2 blah blah
         3. #3 blah bla
      2. This article (http://www.businessinsider.com/why-boys-are-better-at-taking-exams-2013-8) differs from Whitmire (2004) because it says that boys actually do better than girls when taking exams because they are better at taking risks. Females are risk-averse and tend to take longer to think about an answer
         1. The article Bridging the Male Education Gap (DiPrete and Buchman 2013) (http://articles.latimes.com/2013/jun/11/opinion/la-oe-diprete-male-education-gap-20130611) is different from Mead (2006) because it states that there really is a significant gap between boys and girls in education in both high school and college completion
            1. Men are less likely to enroll in college
            2. Even after enrolling, men are less likely to get a degree or certificate
      3. Likenesses....
      4. Level 5: What conclusion(s) have you drawn about girls and boys' education as a result of synthesizing all you have read for this assignment?
         1. Boys and girls' education can be the same if parents and teachers expose, since an early age, to different activities that are not solely designed for their respective gender. In doing so, boys and girls' learning abilities will be free of stereotypes and the educational gaps between them will be shortened. It is a matter of nurture, not nature.

            Annotations:

            • http://www.hereiswhereifound.com.  A notation needs to be on each of your bubbles in this area - support what you believe!  For example, you could refer to something in "Savage Inequalities", in which case you would write: (Kozol, 1991)
         2. Idea 2
            1. blah blah
            2. la la la