The Gender Stereotypes Research Paper

The Gender Stereotypes Research Paper

Table of Contents

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Instructions

The Gender Stereotypes Research Paper

 

Read the case study BELOW and Answer the following 3 questions:

1. What are some of the dynamics Matt observed that might have raised concerns about gender stereotypes for him? Is his assessment of “gender stereotypes” justified? Why or why not?
2. What implications about gender might arise for the students in this class? How might students who are transgender or who do not identify with any specific gender group feel as they watch their peers enthusiastically endorse the “boys versus girls” activity?
3. Should educators promote equitable environments even if student demographics might not require it? For example, not allowing “boys versus girls” if there are no students who identify as transgender?
4. How this (case study or answers above) references to the two core themes?

• Equity in Education
• Teaching and Learning in a Multicultural Society

CASE 7.1: BOYS VS. GIRLS TRIVIA CONTEST

Matt, a first-year teacher, walked into Bill’s classroom, excited to observe him. Matt had a lot of respect for Bill as a teacher and looked forward to seeing effective classroom management techniques in action. Bill, a teaching veteran, was well-liked by students and colleagues.

Their principal had recommended that Matt observe Bill, noting how he engaged students, a key to limiting disciplinary interruptions. Matt found a desk in the back of the room and prepared to take notes.

As students settled into their seats, Bill welcomed them cheerily. He then reminded them that one of their benchmark tests was scheduled for the next day. Following a brief overview of strategies for studying the material, Bill asked whether they wanted to play a game. “Let’s see how prepared you are for the exam.”

“First, we need to split ourselves into two teams,” Bill explained, then asked students how they wanted to do so. As students discussed options, Bill walked to the back of the room and said to Matt, “If you let students make decisions, they’ll take ownership of their learning.”

One student suggested they form teams by gender, “boys versus girls,” eliciting enthusiastic support from several classmates. Bill sent the young men to one side of the room and the young women to the other side of room, then proceeded to ask each team questions while keeping count of correct responses.

After ten minutes the “girls” team was well ahead of the “boys” team, leading a couple young men to joke they were “letting the girls win.’ A couple young women responded by reminding their male classmates that the “girls” won the previous two games, as well. Following several minutes of the teams mocking one another, Bill tried to refocus all the students by announcing, “If you guys don’t settle down we’ll end the game.”

After class, as students left the room, Matt heard several laughing and making disparaging remarks to one another, debating about which gender was most intelligent. Bill approached Matt and warmly said, “The students love competitions and don’t realize how much they’re learning in the process.”

He then looked down and, seeing Matt’s notes, noticed he had written and circled “gender stereotypes” in his notebook. “Whoa! That’s what you are focusing on?” Bill asked. “Boys versus girls: that’s what the students love to do.” He then counseled Matt, “You’re still new at this and will learn soon enough that, as long as the students are engaged and learning, that other stuff doesn’t matter.”

With that, Bill walked back to his desk as Matt sat speechless, wondering whether he had been too sensitive.

 

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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