From the day we are born, babies are put into a section of gender. An interview with kids about gender (2011) states that “Gender stereotypes are created around the same time that the theory of gender identity is created.”(Gender roles—Interview with kids 0:36) Over time, this label develops their likes, interests, interactions, personality and how they think. Children are institutionalized to further be suppressed down into their gender section. Can they help it? In a modern world, David Buckingham (2008) describes that “(Gender) represents not a description of what children or young people actually are, but a set of imperatives about what they should be or what they need to become.” (Buckingham, pg.18 2008) Gender is commercialized throughout
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When “Most teachers reinforce traditional behaviour and occupational plans for both girls and boys independent of where the student’s interests or talents might lie (Eccles, J., & Blumenfeld, P112). Female students are more likely to listen to both figures while in the classroom. Some students will be more inclined to believe that females have less dominance due to the life they have at home. As a teacher, you see students who succeed and fail within certain subjects. And as an educator you want to encourage all students in all aspects of the classroom. When ‘traditional’ behaviour is said, this means that teacher may reinforce traditional jobs that fall under a female and male figure. A teacher’s job is to explore these issues that relate to gender oppression and to convince certain students to take certain career paths regardless of the contributing factors. However, these oppressors cannot fully be supervised by an …show more content…
Within the classroom, students and teachers seek out mental strength when it comes to learning for all students. In a scholarly journal written by Kathryn Scantlebury (2012) she explains that “Gender bias in education is a series of micro-inequities whose impact is cumulative and often ignored. Girls are rewarded and praised for compliant behavior. Teachers do not challenge girls with questions and rarely offer criticisms of their work (Scantlebury, pg.5); however, physical strength is categorized by gender. A physical education class strives on strength—how does a student’s physical strength improve over the course? “Strength” is used when we talk about success and how a person is treated for their strength. Athletes are easy targeted when asked about strength and success, rather it is not one’s success that is highlighted, rather the divide on what questions are asked to a certain gender. Keppler (Ed.) points out “It (the video) aims to point out that male athletes would never be asked the absurd questions that female athletes generally receive.”(Keppler, Abstract). Female athletes don’t receive the same attention or same accomplishment as a male athlete due to their gender. Thus, reflects a female 's social standing within the classroom that brings upon different social norms and groups that can affect the student mentally and
When “Most teachers reinforce traditional behaviour and occupational plans for both girls and boys independent of where the student’s interests or talents might lie (Eccles, J., & Blumenfeld, P112). Female students are more likely to listen to both figures while in the classroom. Some students will be more inclined to believe that females have less dominance due to the life they have at home. As a teacher, you see students who succeed and fail within certain subjects. And as an educator you want to encourage all students in all aspects of the classroom. When ‘traditional’ behaviour is said, this means that teacher may reinforce traditional jobs that fall under a female and male figure. A teacher’s job is to explore these issues that relate to gender oppression and to convince certain students to take certain career paths regardless of the contributing factors. However, these oppressors cannot fully be supervised by an …show more content…
Within the classroom, students and teachers seek out mental strength when it comes to learning for all students. In a scholarly journal written by Kathryn Scantlebury (2012) she explains that “Gender bias in education is a series of micro-inequities whose impact is cumulative and often ignored. Girls are rewarded and praised for compliant behavior. Teachers do not challenge girls with questions and rarely offer criticisms of their work (Scantlebury, pg.5); however, physical strength is categorized by gender. A physical education class strives on strength—how does a student’s physical strength improve over the course? “Strength” is used when we talk about success and how a person is treated for their strength. Athletes are easy targeted when asked about strength and success, rather it is not one’s success that is highlighted, rather the divide on what questions are asked to a certain gender. Keppler (Ed.) points out “It (the video) aims to point out that male athletes would never be asked the absurd questions that female athletes generally receive.”(Keppler, Abstract). Female athletes don’t receive the same attention or same accomplishment as a male athlete due to their gender. Thus, reflects a female 's social standing within the classroom that brings upon different social norms and groups that can affect the student mentally and