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Find out if you're one of these teachers. Have the students do an unannounced survey of your student interactions sometime over the next few weeks. You might be surprised at the results.
If you're a student, choose a teacher to statistically examine what "subtle and insidious gender lessons" you might be under. Become aware of the lessons you're being offered in class and choose what you want to take home at the end of the day.
Over a week, count the number of times the teacher:
[D. Grayson and M. Martin, Gender/Ethnic Expectations and Student Achievement: Teacher Handbook (Earlham, Iowa: GrayMill Foundation, 1988).]
For example, African American girls tend to be active and assertive in the primary grades, but as they move into elementary school, they become the most invisible students in the classroom. They are the least likely to receive clear academic feedback from the teacher. When a girl of color's achievement is on par with that of a white boy's, the teachers tend to assume the girl's success is due to hard work and don't encourage her further, while they encourage white boys to work even harder.
[S. Damico and E. Scott, "Behavior Differences Between Black and White Females in Desegregated Schools," Equity and Excellence 23 (1987): 63-66; L. Grant, "Black Females 'Place' in Integrated Classrooms," Sociology of Education 57 (1984): 98-111; J. J. Irvine, "Teacher-Student Interactions: Effects of Student Race, Sex, and Grade Level," Journal of Educational Psychology 78, no.1 (1986)]
The above excerpt was from Raising the Grade, a curriculum about Title IX. It is available from WEEA in the Spring of 1998. Call 800-793-5076 to order.
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