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Gender Bias [microform] : Inequities in the Classroom / Reeve Love
Bib ID 5579645
Format BookBook, MicroformMicroform, OnlineOnline
Author
Love, Reeve
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1993 
5 p. 
Summary

This article explores sex bias in curricular materials for elementary and secondary schools. Sex bias is defined as a set of unconscious behaviors that, in themselves, are often trivial and generally favorable. Although these behaviors do not hurt if they happen only once, they can cause a great deal of harm if a pattern develops that serves to reinforce stereotypes of either sex and promote distrust. The article discusses studies of how bias takes root and is perpetuated through schools' curricular materials. A 1975 study showed how sex stereotyping and bias were perpetuated in the text books in use at that time for grades 1 through 6 in the areas of mathematics, science, reading, spelling, and social studies. That study tallied the characters presented by gender, ethnicity, age, by what activities they were involved in, and by how they were depicted. The researchers found that boys were portrayed almost without exception in active, energetic roles. Girls were shown most frequently to be watching and waiting. The study discovered that the percentage of girls and women in texts declined steadily by grade level, resulting in far fewer adult female role models than male. A 1992 study also found rampant gender bias in school texts, presenting 5 model forms that bias can take in instructional materials: (1) invisibility; (2) imbalance/selectivity; (3) unreality; (4) fragmentation/isolation; and (5) linguistic bias. Three basic goals evolved in the quest for gender inequity: (1) equality; (2) the elimination of bias and development of the healthy individual; and (3) the building of trust between the sexes. (DK)

Notes

Availability: Intercultural Development Research Association, 5835 Callaghan Road, Suite 350, San Antonio, TX 78228-1190.

Teachers.

Practitioners.

IDRA Newsletter, v20 n2 p8,11-12 Feb 1993.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Classroom Environment.  |  Classroom Research.  |  Educational Discrimination.  |  Elementary Secondary Education.  |  Equal Education.  |  Females.  |  Role Models.  |  Sex.  |  Sex Bias.  |  Sex Stereotypes.  |  Social Studies.  |  Textbook Bias.  |  Textbook Content.
Form/genre Journal Articles.
Available From ERIC 
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100 1 |aLove, Reeve.
245 1 0 |aGender Bias|h[microform] :|bInequities in the Classroom /|cReeve Love.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1993.
300 |a5 p.
500 |aAvailability: Intercultural Development Research Association, 5835 Callaghan Road, Suite 350, San Antonio, TX 78228-1190.|5ericd
520 |aThis article explores sex bias in curricular materials for elementary and secondary schools. Sex bias is defined as a set of unconscious behaviors that, in themselves, are often trivial and generally favorable. Although these behaviors do not hurt if they happen only once, they can cause a great deal of harm if a pattern develops that serves to reinforce stereotypes of either sex and promote distrust. The article discusses studies of how bias takes root and is perpetuated through schools' curricular materials. A 1975 study showed how sex stereotyping and bias were perpetuated in the text books in use at that time for grades 1 through 6 in the areas of mathematics, science, reading, spelling, and social studies. That study tallied the characters presented by gender, ethnicity, age, by what activities they were involved in, and by how they were depicted. The researchers found that boys were portrayed almost without exception in active, energetic roles. Girls were shown most frequently to be watching and waiting. The study discovered that the percentage of girls and women in texts declined steadily by grade level, resulting in far fewer adult female role models than male. A 1992 study also found rampant gender bias in school texts, presenting 5 model forms that bias can take in instructional materials: (1) invisibility; (2) imbalance/selectivity; (3) unreality; (4) fragmentation/isolation; and (5) linguistic bias. Three basic goals evolved in the quest for gender inequity: (1) equality; (2) the elimination of bias and development of the healthy individual; and (3) the building of trust between the sexes. (DK)
521 8 |aTeachers.|bericd
521 8 |aPractitioners.|bericd
524 |aIDRA Newsletter, v20 n2 p8,11-12 Feb 1993.|2ericd
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aClassroom Environment.|2ericd
650 0 7 |aClassroom Research.|2ericd
650 1 7 |aEducational Discrimination.|2ericd
650 0 7 |aElementary Secondary Education.|2ericd
650 0 7 |aEqual Education.|2ericd
650 1 7 |aFemales.|2ericd
650 0 7 |aRole Models.|2ericd
650 1 7 |aSex.|2ericd
650 1 7 |aSex Bias.|2ericd
650 1 7 |aSex Stereotypes.|2ericd
650 0 7 |aSocial Studies.|2ericd
650 0 7 |aTextbook Bias.|2ericd
650 1 7 |aTextbook Content.|2ericd
655 7 |aJournal Articles.|2ericd
856 4 1 |uhttps://eric.ed.gov/?id=ED380353
984 |aANL|cmc 2253 ED380353|d77000000386046
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