2. Education has an extended influence on individual’s identity
construction
Education is a major part of our world, right from the start.
We are in school by age 5 for 6 hours a day 5 straight days
a week. (For most that continues for at least 12 straight
years, and for a lot of people it continues to goes on and
on).
Education has a major
influence on us as human
beings during own most
formative psychological,
physical, moral, and intellectual
development
http://www.guardian.co.uk/higher-education-network/blog/2011/dec/13/purpose-of-university
3. Education as a Gendered Institution
Gender identity is taught in
educational institutions.
Only white woman from wealthy
families could obtain higher
education before the 1900’s
The idea of education for the all
was not considered normal until
the mid 1900’s.
4. Subjects/Majors
Throughout the chapter, school subjects play a big
role in categorizing gender identity.
Still today, majors tend to be dominated by one sex.
Women: education, language
Men: sciences, math, arts, foreign languages,
engineering, business literature, courses focused on
domestic skills
5. Today, women now account for
more than 50% of college students
nationwide
6. Education institutions have a huge impact on the
world, including work, government, family and media
and education is influenced by these as well. Learning
and teaching is influenced by the predominant values
set out by larger society.
It is culture that influences the way knowledge is
constructed
Hegemonic power is present in the construction of knowledge, truth and reality
7. Looking at gender communication in education is more about
exploring the way society formulates and pursues knowledge
Knowledge is perceptual.
It is important to look at
information through a
critical eye and the
receiver should become
award of the sources
that they are gaining
there knowledge
through and how it is
constructed.
8. No other social institution promotes the notion that
girls and boys are different as constantly as education.
(DeFrancisco, p.181)
From a young age we are being put in these two different categories,
including what lines were are asked to stand in, bathrooms to go to,
what sports teams to play on, our textbooks and content, our
administrators and teachers, the curriculum .
9. Barbie marketed a doll in 1992 that would say
“Math is hard!”
800 million consumers objected and the comment
was no longer said by Barbie. But it shows how
large companies are trying to keep gender roles in
place in society.
The message was the common belief that women
could not do math, and boys can.
10. Our childhood textbooks are full of pictures of
distinguishing gender roles; woman doing
household chores and caring for the young while
men are in business suits and exemplifying many
different careers
11. Epistemology: the investigation of what distinguishes
justified belief from opinion.
Do humans really know what they claim they know?
There is more then just one way of knowing
12. Gender Wars in Education
Different time periods seemed to focus on different sexes
The 60s and 70’s focused on boys while the 80’s and 90’s focused on
girls, creating a war or a gender gap in education.
But ultimately, current research shows us that
regardless of a child’s sex, the more
impoverished the school, the less likely the
child is to receive a quality education.
13. Single Sex Schools
This seemed like a conclusion to the boys and girls being left behind
academically problem. It was hoping to counter the problems, like teen
pregnancy, drug use, low self-esteem, underachievement, and violence.
But the idea, to me mostly, just seems unfair, and not really efficient for
building communication relationships.
If the goal is to improve gender relations, students need opportunities to
build communication skills, trust, and respect by working together. (p188)
14. “I don’t think that a boy or a girl is
going to achieve more because they
are studying with someone of the
opposite gender who is smarter than
them. I don’t believe one supports the
other,” (Patterson, 2012)
The separation tactic almost seems to do the opposite of what it is trying to do.
It’s doesn’t help them build relationships with the each other.
15. Peer Pressure
Kids tend to shift towards same sex groups at a
young age. Peer pressure is usually applied to those
who do not conform to their gender role.
Not conforming to societies general norms can allow
an individual to not feel apart of a group and feel
peer pressured and bullied.
16. Masculinity has traditionally been defined as brawn, not
brain, and education is seen as a passive, feminine activity
(Connell, 2000; Francis & Skelton, 2005).
17. Bullying
Bullying is “physical, psychological, and/or verbal intimidation or attack that is
meant to cause distress and/or harm to an intended victim”
Also defined as: to use superior strength or influence to intimidate
(someone), typically to force him or her to do what one wants
Bullying is a gateway for sexual harassment (unwanted
and unwelcome sexual behavior which interferes with your life)
18. Having a girlfriend or boyfriend of the opposite sex
in middle and high school is a means to gain status.
It’s about pronouncing and declaring heterosexuality
to conform.
QuickTime™ and a
decompressor
are neede d to se e this picture.
19. Harassment
Students would say that harassment is simply part of the school
culture. It just makes sense.
Most kids acknowledge it but never bring it to attention to report it,
either because it seems normal or they are to afraid.
Harassment is not just boys. Girls participating in bullying, mostly in
verbal abuse rather then physical, using mean spirited words and
often excluded other girls
20. 62% of all college students report being
harassed in some way
Sexual harassment goes both ways, both men and women are equally
harassed on campuses, females tended to be targets (sexual jokes and
gestures) while men were called gay or fags more commonly.
Sexual Violence on Campus
2.8% of women experienced attempted or
completed rape during a period of almost
7 months
Verbal abuse was very common
3.1% were stalked during a year’s time,
with each incident lasting an average of 60
days.
21. Emancipate Education!
It’s time to ask questions about the assumptions in the education.
BE CRITICAL
Look at the hegemonic relations of formal education
We are in a time where we need to find new, different, and
exciting ways to learn, more availability, inclusiveness and
support for everyone.
22. CONCLUSION
In schools today, we need to be gender relevant not gender
specific. We should get go beyond single-sex education, and
focus on a more wholesome way of learning, teaching, and
discovering true interactions.
We need to find ways to address the entire
learning environment
We need to be more critical and creative with the way we teach
and the way we learn.
23. Sources
DeFrancisco, Victoria L., and Catherine Helen. Palczewski.
Communicating Gender Diversity: A Critical Approach. Los
Angeles: Sage Publications, 2007.
Patterson, Gregory A. "Separating The Boys From The Girls."
Phi Delta Kappan 93.5 (2012): 37-41. Academic Search
Complete. Web. 24 July 2012.
