Point 1) Teacher and Administrator Interactions

After reading the section on teach and administrator interactions, I’ve concluded that boys and girls are sex segregated in multiple ways.  They are segregated when walking in the hallways, in the lunch lines, and even for fire drills.  However, my concern is the timeline in which sex segregation occurs within education.  So, I will pose my question for discussion now and offer my opinion along with key points.  The question is to what age or to what grade does sex segregation occur?  The text does not specify this.  I believe that in elementary school, sex segregation definitely occurs.  The teachers separate the girls and the boys in different occasions depending on the situation.  They’re even separated in the classroom upon where they are sitting.  At lunch tables, you see rows of boys sitting together and rows of girls sitting together.  When students go on field trips, you see a boy and a boy sitting together on the bus and a girl and a girl sitting together.  According to the text, “Earlier classroom observation studies found that the female and male teachers studied tended to call on boys more frequently, to ask boys more thought-provoking questions, and to give boys more time to answer” (Sadker and Sadker, 1994).  I can’t recall on my own experiences, but I tend to disagree with that argument.  Boys are more disruptive and inattentive than girls so I feel that teachers would get annoyed, thus call on the girls more frequently.  I believe that sex segregation stops at the middle school level.  This is when boys and girls start to realize their crushes.  They start walking to school, walking in the hallways, sitting on the bus, sitting at lunch, etc.  The statement by Sadker & Sadker is not true after the elementary level.  I believe deeply that teachers are more biased and attentive toward girls.

Point 2) Sports

They are many gender differences regarding sports.  At an early age, boys use sports to be competitive and masculine, and girls use sports to have fun and be socially accepted.  Before the middle school level, playing activities during recess is used to interact with one another.  Many times boys and girls together can be playing a certain activity even though they might be sex segregated in other occurrences.  An example of gender difference is within the establishment of picking teams.  Usually boys are called upon as the “captains” for choosing teams for a certain activity.  You rarely find a boy who will call on a girl for his team in the first few picks.  This leaves girls feeling upset, not wanted, and not good enough to play and enjoy the activity.  This is why teachers and administrators incorporate the alternate picking style.  This means that when you are choosing players for your team, you must alternate between a boy and a girl so the girls don’t feel left out.  The boys sometimes get angry at this because they don’t think the girls are good enough to play sports and be on their teams.  When boys and girls get to the high school level, girls become very active in sports.  The boys remain the same as they tend to be perceived as masculine, strong, fit and powerful.  The girls who are great athletes tend to be the ones who want to look good while being active.  The better athletes are not “tomboys”; they still wear makeup and do their hair.  Girls still want to look feminine while doing an activity that is perceived as masculine.  Do sports define the conjunction of boys and girls relations as they get older?

Point 3) Educational Materials and Curricula

Teachers must be aware of the gender bias imbedded in many educational materials and texts and must fix this bias.  A gender-equitable must be made throughout all classrooms.  Gender-fair materials need to contain multiple amounts of variation.  “They need to be inclusive, accurate, affirmative, representative, and integrated, weaving together the experiences, needs, and interests of both males and females” (Bailey, 1992).  There are far more exceeding examples in which men are shown as bright, brave, inventive and powerful.  Additionally, women are only seen through texts as silent and passive.  These silent and passive behaviors make women become unwilling to stand up and call attention to this unfair treatment they are receiving.  In history and science classes, granted there probably have been more theories and research by men, but why do men own the majority share of great things that have happened in history?  Why don’t women have a larger role books for children?

I found this chart while researching gender educational materials and curricula.  It is shown that in school texts, women are seen as supportive and men are seen as confident.  On the negative side, women are seen as bitchy.