Gender Education
description
Transcript of Gender Education
![Page 1: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/1.jpg)
ELEMENTS OF RESEARCH XEF 500PROFESSOR: DR. O. DENIS EKWERIKE
CHEYNEY UNIVERSITYDEPARTMENT OF EDUCATION & PROFESSIONAL SERVICESGRADUATE DIVISION of EDUCATIONAL ADMINISTRATION & FOUNDATIONS
JO DAN FLOYD, MARCUS FULTON, TERESA HOPSON, ARTHUR JOHNSON, TIA LONG, ANTIONETTE POWELL
What Is the Impact of Gender-Based Education On Public School Achievement?
![Page 2: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/2.jpg)
Table of ContentsChapter I : Introduction
Chapter II : Literature Review
Chapter III : Methodology
Chapter IV: Results
Chapter V: Discussions
![Page 3: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/3.jpg)
Introduction
![Page 4: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/4.jpg)
Methodogy
![Page 5: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/5.jpg)
Type of Design: Comparison Study
Variables:
•Independent: Gender
•Dependent: Student
Achievement
![Page 6: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/6.jpg)
PopulationUrban male and female students within the Philadelphia Region
• Age 8-14
• Attend Public School
• Included 60 students: 25 boys, 35 girls
![Page 7: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/7.jpg)
Instrumentation•10-item survey, “Gender Preference Survey” using the Likert Scale
•Questions included:Gender preferenceParticipationCompetitionAchievementTeacher RapportOver Educational ExperienceDemographic Information: gender; grade level
![Page 8: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/8.jpg)
Reliability & ValidityValidity: Evidence provided support for the relations to other variables of validity.
Reliability: Questions were repeated to show consistency and stability of answers
![Page 9: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/9.jpg)
Procedure•Individual in-person surveys•Lasting 20-25 minutes•Monitored by homeroom teacher•Teachers administered the surveys and returned within two days•Anonymity was ensured
![Page 10: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/10.jpg)
Data Analysis•Organized into four categories
GirlsBoysCombinedOverall rating
•Reviewed and critiqued to identify commonalities•Based on the data
Inferred that girls do better than boys
![Page 11: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/11.jpg)
Literature Review
![Page 12: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/12.jpg)
Literature ReviewInclusion Criteria:
• Twenty-Year Period from 1988-2008
• Research cited from public school data
findings.
![Page 13: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/13.jpg)
Literature ReviewTopics Covered:
• Cognitive Ability: Genetic or Social
Conditioning?
• Coeducational Disparity
• Disadvantages of Same-Sex Schooling
• Benefits of Same-Sex Schooling
• Summary
![Page 14: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/14.jpg)
Literature ReviewGenetic or Social Conditioning?
• Boys and girls are 'hard-wired' at birth (Kimura,
2004)
• Social Conditioning (Elder & Paul, 2007; Tindall
& Hamil, 2004)
![Page 15: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/15.jpg)
Literature ReviewCoeducational Disparity• Girls get less attention (McCloskey, 1994)• Girls may get sexually-harassed (McCloskey, 1994)• Girls self-esteem wanes during adolescent years (Brown- Nagin, 2000)• Girls better at language arts (Worrell, 2005; Kimura, 2002)• However, most students at the bottom of class are boys (Pollack, 1999)• More boys are held back, suspended, misdiagnosed (Halpern, 2000; Weil, 2008)
![Page 16: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/16.jpg)
Literature ReviewDisadvantages for Same-Sex Schooling• Students in same-sex environment may become homosexual (Salomone, 2003; Sather, 2007)• Gender stereotypes may be reinforced (Elder & Paul, 2007)• Civil rights violation (Strauss, 2006)
![Page 17: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/17.jpg)
Literature Review
Benefits of Same-Sex Schools• Students see same-sex teacher role models (Riordan, 2000)• Students feel less embarrassment, less peer pressure (Salomone, 2003)• Students (both genders)have higher career goals
(Riorda as cited in Brown-Nagin, 2000)• Girls can participate in male-dominated sports (Russell-Baca, 2007)• Boys can participate in arts or 'girly' classes (Russell-Baca, 2007)• Girls can participate in math or science (masculine) classes
(Lippa, 2002)• Classes of both genders have less discipline problems (Lippa, 2002)
![Page 18: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/18.jpg)
Literature Review
Summary
•Gender-specific environments have a positive impact on academic achievement
(Barton & Cohen, 1994; Lippa, 2002; Salomone, 2003; Tindall & Hamil, 2004; Weil, 2008)
•“Girls and boys are similar and different....Differences are not deficiencies” (Halpern, 2000, p. 73)
![Page 19: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/19.jpg)
Results
![Page 20: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/20.jpg)
ResultsPercentage of boys and girls who
participatedThe information provided in this pie chart shows out of a total
of 60 students 42% were boys and 58% were girls.Percentage of boys & girls who took the
survey
1 2
Girls 58 % Boys 42%
Grades
1 2
8TH Grade 3rd grade
42%58%
Figure 1-2 Grade of student participantsFigure 1-1
![Page 21: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/21.jpg)
Overall level of Achievement due to preference
There was a big difference in the preferences of the students in 3rd grade compared to those in the 8th grade. Overall the third grade students agreed that a gendered- based education would help them to improve academically. On the other hand the 8th graders did not seem very interested in gendered-based education. The findings show that either way they feel that they would achievement at their individual potential.
Results
![Page 22: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/22.jpg)
Interpretation of Research
![Page 23: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/23.jpg)
Interpretation of ResearchA. Benefits outweighs negatives
1. Academically beneficial 2. Less behavioral
problems3. Self-esteem improves
![Page 24: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/24.jpg)
B. As it relates to our surveys1. Children want to be in mixed
classes 2. Socialization is a big deal3. Children not aware of their
academic future at these ages
Interpretation of Research
![Page 25: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/25.jpg)
C. Limitations1. Not enough time
2. Not enough students
D. Generalizability1. Can be performed with any school,
any grade
Interpretation of Research
![Page 26: Gender Education](https://reader033.fdocuments.in/reader033/viewer/2022061219/5482cb2cb47959d80c8b4858/html5/thumbnails/26.jpg)
E. Recommendations•Consider Girls High, and Southwest Boys as agents of change•More research on topic•More surveys available on topic
F. Conclusion1. Try It, it may actually work!!
Interpretation of Research