[EDEQUITY speaker for conference?]

From: optika_nt4.edsouth.org
Date: Fri Jul 07 2000 - 15:51:01 EDT

I am currently President of the Smoky Mountain Counseling Association in
Knoxville, TN. I am looking for a speaker for our monthly meeting in
2001. Do you or could this inquiry go to the list?


Randy Gambrell, NCC
123 Center Park Drive
Knoxville, TN 37922
phone: 865.218.1083
fax: 865.218.1013

> -----Original Message-----
> From: edequity-admin@edc.org [SMTP:edequity-admin@edc.org]
> Sent: Monday, July 03, 2000 12:27 PM
> Subject: [EDEQUITY Discussion]
> Hello Everyone:
> Welcome to our discussion for the month of July on school safety and
> effective strategies to end gender-based violence. One reason we thought
> July would be a good month for this discussion is that one of the themes
> of
> the National Coalition for Sex Equity in Education (NCSEE)'s annual
> conference (July 16-18 in Denver, CO) is "Creating a Respectful and Safe
> Learning and Working Environment." We hope conference participants will
> write in during or after the conference to share what they have learned.
> [For more information about the conference, visit the NCSEE web site at
> www.ncsee.org. or call the Interwest Equity Assistance Center at
> 303-623-9384.]
> Since gender-based violence can take many forms, we thought it might help
> facilitate discussion if we focus on one area each week. To begin, this
> week we will discuss teasing and bullying. This will be followed by:
> July 10 - 14: sexual harassment in K-12
> July 17 ? 21: dating violence
> July 24 to 29: harassment and violence in higher education
> We will use the week beginning July 31 for discussion of any other issues
> you may want to address on this topic and to wrap-up.
> In addition to sharing information about research and examples of each of
> the above topics, we encourage you to post information about effective
> strategies, programs, and resources to reduce violence in schools. We
> propose to structure the discussion around the following types of
> strategies and resources:
> * TRAINING, including training for teachers, educators, women's groups,
> community-based organizations, and the media.
> * EDUCATION including public information and media campaigns, legal
> projects and programs for schools.
> * LEGAL REFORM including efforts to get effective legislation adopted
> and/or strengthen existing legislation.
> * RESEARCH, including effective tools and methods, resources, and
> ways to use findings to promote policy and legal change for safe schools.
> * PROGRAMS, including successful programs that have been effective in
> reducing violence in schools.
> We encourage you to share examples from your work or life in which action
> using any of the above strategies led to a positive change in your life
> the lives of other women and girls.
> To begin the teasing and bullying discussion, we wanted to share some
> background information compiled by the WEEA Equity Resource Center is
> included with this message.
> We look forward to a frank and enriching exchange of information.
> Susan
> Susan J. Smith
> Moderator
> <edequity-admin@mail.edc.org>
> (Compiled by the WEEA Equity Resource Center)
> Bullying?"teasing, taunting, threatening, hitting, and stealing that are
> initiated by one or more students against a victim"?and social exclusion
> most often take place in school. Bullying makes life miserable for
> students and interferes with a student's ability to feel safe and
> therefore
> to learn. Studies have found that teasing and bullying are a way of life
> for too many elementary school students. Unfortunately, many adults do
> not
> take teasing and bullying seriously, but rather "tend to think that
> bullying is a given of childhood, at most a passing stage, one inhabited
> largely by boys who will simply, inevitably, be boys." As educators and
> social service providers begin to better understand the cycle of
> socialization that supports bullying and other forms of gendered
> more research is needed. Dr. Nan Stein of the Wellesley Center for
> Research on Women, notes that:
> Bullying remains an under-studied phenomenon in the United States
> in
> contrast with Britain, Norway and Sweden. When bullying has
> been
> acknowledged studies have focused on the pathology of the
> bully
> instead of the whole school culture; or bullying has been regarded
> as
> an unfortunate stage that some children go through on their way
> to
> adolescence and adulthood. Attention has too rarely been given to
> the
> witnesses, bystanders, and observers of bullying; those children
> who
> are neither targeters nor perpetrators, yet who are also affected
> by
> the phenomena of bullying in school.
> Bullying can be directed at both girls and boys, at anyone who is seen as
> different because of race, ethnicity, class, or physical appearance.
> Studies have found that boys most typically engage in direct bullying but
> girls who bully are more likely to do things such as spread rumors or
> enforce social isolation. About 15 percent of students are either
> or bully others. Direct bullying seems to increase through elementary
> school, to peak in middle school, and to decline during high school.
> engage in bullying behavior and are victims more frequently than girls.
> Boys more frequently are victims of physical bullying while girls are
> victims of exclusion. Verbal abuse, however, remains constant. Studies
> also reveal that, counter to our assumptions, students who bully do not
> "feel bad about themselves" and so victimize others.
> Recent research by Educational Equity Concepts and the Wellesley College
> Center for Research on Women "found that teasing and bullying are a part
> of
> the fabric of daily life for students in kindergarten through grade
> three."
> This research also found that:
> Boys initiate most of the teasing and bullying incidents;
> girls and boys are the recipients.
> Boys are more likely to respond physically, while girls are
> more likely to respond verbally to incidents initiated
> against
> them.
> Teachers and other adults frequently ignore teasing and
> bullying; their predominant response is to remain uninvolved.
> Students feel that adults do not pay attention or support
> in ways that resolve the teasing and bullying.
> Students want adults to become more involved.
> Bullying, like its better-known "older cousin," sexual harassment,
> "deprives children of their rightful entitlement to go to school in a
> safe,
> just, and caring environment; bullying interferes with children's
> concentration, and desire to go to school" and, as such, will become a
> critical issue for research and development over the next few years.
> -----------------------------------

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