scholarly journals Quality and quantity : gender representation in teacher discourse and kindergarten math curriculum

2021 ◽  
Author(s):  
◽  
Alexandria Otis
Keyword(s):  
Teacher Perceptions ◽  
Gender Bias ◽  
Gender Stereotypes ◽  
Mathematics Classroom ◽  
Instructional Materials ◽  
Curriculum Materials ◽  
Teacher Interviews ◽  
Intended Curriculum ◽  
Diversity And Inclusion ◽  
And Gender

We know that women are underrepresented in math-intensive fields despite marginal gender differences in mathematical performance. Some researchers believe that societal factors contribute to this problem and have called for more nuanced methodologies to examine why underrepresentation and gender stereotypes about math continue to persist. The purpose of this study was to examine what messages teachers and instructional materials convey in a kindergarten mathematics classroom through discourse analysis of the intended curriculum and teacher perceptions guided by the following research questions: (1) How does the Everyday Mathematics kindergarten curriculum and supplemental curriculum materials position and write about girls in comparison to boys? and (2) How do teachers describe girls in comparison to boys and position them when discussing their beliefs about mathematics instruction and equity in the kindergarten classroom? Findings from the intended curriculum and teacher interviews include: (1) teachers and curriculum predominantly use inclusive and non-gendered language, (2) teachers and curriculum represent girls and boys similarly; however, subtle gender bias in language and illustrations persists. Further examination of subtle gender bias revealed that boys are privileged in language and illustrations, and that intentional non-stereotypical representations of girls are more prevalent than non-stereotypical representations of boys. In conclusion, teachers and curriculum materials represent girls and boys more equitably than found in previous studies; however, subtle gender bias persists. These findings extend conversations of diversity and inclusion currently conducted at the study site by intentionally focusing on gender in addition to other identities. In turn, curriculum developers could consider less privileging of boys in language and illustrations, and teachers and curriculum writers could more intentionally represent both girls and boys more frequently in non-stereotypical roles and ways.

scholarly journals Mathematics and Gender Stereotypes in One Jewish and One Druze Grade 5 Classroom in Israel

2011 ◽  
Vol 2011 ◽  
pp. 1-10 ◽  
Author(s):  
David Mittelberg ◽  
Osnat Rozner ◽  
Helen Forgasz
Keyword(s):  
Gender Stereotypes ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Qualitative Case Studies ◽  
Theoretical Perspectives ◽  
Gender Biases ◽  
Grade 5 ◽  
Gendered Patterns ◽  
And Gender ◽  
And Mathematics

We report findings from qualitative case studies of two grade 5 classrooms in Israel, one Jewish and one Druze. The aim was to identify classroom factors contributing to the differences in the gendered patterns of mathematics outcomes for Jewish and Arab Israeli students. Marked differences were found in the teachers' gender-related interactions with students, and their beliefs and expectations of boys' and girls' mathematical capabilities. The Jewish teacher held conventional gender-stereotyped beliefs of male mathematical superiority. The Druze teacher believed that girls required affirmative action to overcome implied gender biases in favour of males in the Druze community. The findings support earlier research and theoretical perspectives on gender-related issues in the mathematics classroom. In particular, when teachers hold gender-biased beliefs and expectations, students' classroom experiences and mathematics learning outcomes are impacted along gender lines.

Subtle Linguistic Cues Affecting Gender In(Equality)

2021 ◽  
pp. 0261927X2110351
Author(s):  
Magdalena Formanowicz ◽  
Karolina Hansen
Keyword(s):  
Gender Bias ◽  
Gender Inequality ◽  
Gender Stereotypes ◽  
Gender Discrimination ◽  
Text Analysis ◽  
Gender Inequalities ◽  
Linguistic Cues ◽  
Gender Hierarchies ◽  
Research Findings ◽  
And Gender

Gender stereotypes and related gender discrimination are encoded in and transmitted through language, contributing to gender inequality. In this article, we review research findings on subtle linguistic means of communicating gender stereotypes and gender hierarchies. Our goal is to provide a comprehensive repository of various instances of subtle linguistic biases potentially useful in creating a text analysis toolbox to quantify gender bias in language. Our focus is predominantly on those areas that have received less attention both in research and in policy making. As gender inequalities are communicated through linguistic practices, attempts to change social reality include changes in language. Therefore, we suggest possible interventions for practices of gender equality in language.

Gender Bias and Sexism in Language

2017 ◽  
Author(s):  
Michela Menegatti ◽  
Monica Rubini
Keyword(s):  
Gender Bias ◽  
Gender Stereotypes ◽  
Gender Discrimination ◽  
Negative Consequences ◽  
Negative Effects ◽  
Levels Of Abstraction ◽  
Beneficial Effects ◽  
Sexism In Language ◽  
And Gender ◽  
Linguistic Behavior

Language is one of the most powerful means through which sexism and gender discrimination are perpetrated and reproduced. The content of gender stereotypes, according to which women should display communal/warmth traits and men should display agentic/competence traits, is reflected in the lexical choices of everyday communication. As a consequence, language subtly reproduces the societal asymmetries of status and power in favor of men, which are attached to the corresponding social roles. Moreover, the hidden yet consensual norm according to which the prototypical human being is male is embedded in the structure of many languages. Grammatical and syntactical rules are built in a way that feminine terms usually derive from the corresponding masculine form. Similarly, masculine nouns and pronouns are often used with a generic function to refer to both men and women. However, such linguistic forms have the negative effects of making women disappear in mental representations. Although the use of gender-fair linguistic expressions can effectively prevent these negative consequences and promote gender equality, there are even more implicit forms of gender bias in language that are difficult to suppress. By choosing terms at different levels of abstraction, people can affect the attributions of the receiver in a way that is consistent with their stereotypical beliefs. Linguistic abstraction, thus, is a very subtle resource used to represent women in a less favorable way and thus to enact gender discrimination without meaning to discriminate or even be aware that this linguistic behavior has discriminatory results. In order to reduce gender bias, it is necessary to change people’s linguistic habits by making them aware of the beneficial effects of gender-fair expressions.

Media representation and gender bias in science

2021 ◽  
Vol 2 (1) ◽  
pp. 7-15
Author(s):  
Catherine Macdonald
Keyword(s):  
Gender Bias ◽  
Gender Stereotypes ◽  
Role Models ◽  
Cultural Beliefs ◽  
White Men ◽  
Media Representations ◽  
Women In Science ◽  
Working Environments ◽  
And Gender ◽  
And Mathematics

Research on gender bias in science has often focused on the effects of gender stereotypes or a lack of female role models on the recruitment and retention of women in science, technology, engineering and mathematics fields, or on the discrimination women scientists face. Systemic bias fuels, and is cyclically reinforced by, media representations of scientists (who are most often presented as white men). While many proposed interventions to address gender inequality in science focus on changing women’s beliefs or behaviour to help them succeed, more inclusive representation of scientists could meaningfully contribute to reshaping the cultural beliefs that act on both genders to deny women opportunities and produce inhospitable learning and working environments.

scholarly journals Comparison Between Chinese and American Elementary Education Through the Lens of Gender

2021 ◽  
Vol 5 (12) ◽  
pp. 189-194
Author(s):  
Ye Li
Keyword(s):  
Elementary Education ◽  
Gender Bias ◽  
Gender Stereotypes ◽  
Gender Issues ◽  
The United States ◽  
Quality Education ◽  
Modern Times ◽  
New Challenges ◽  
And Gender ◽  
K 12

In the era of knowledge economy, education determines the competition of a nation. The United States is famous for its quality education around the world. However, in modern times, new challenges have emerged, especially in K-12 education. Although China highly emphasizes on education, due to its limitation of history and development, there are still many problems that need to be solved. Through the comparison of Chinese and American elementary education, the educational strategy can be refined based on different cultural contexts. It is particularly important to stress on gender issues in elementary education in terms of sociological value. The intangible gender bias still exists in other forms. In other words, it is crucial to create a learning environment with gender equality as a response to current gender issues. This study is mainly carried out by reviewing literatures, and the paper is divided into five parts. With a brief introduction of elementary education and gender consideration, this study compares the Chinese and American elementary education system and gender impact. Then, two research results, as a quantitative data, are discussed in this paper, reflecting how gender stereotypes influence elementary education.

An investigation of STEM Interest, Mathematics Beliefs and gender stereotypes among pre-service early childhood educators

2020 ◽  
Author(s):  
Thomas Delahunty ◽  
Máire Ní Ríordáin ◽  
Mark Prendergast
Keyword(s):  
Early Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Gender Stereotype ◽  
Early Childhood Teacher ◽  
Cultural Barriers ◽  
Global Issue ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Stem Interest

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

Sign in / Sign up

Export Citation Format

Share Document