Transcript Gender and Classroom Communication

Chapter Four
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Sex and Gender are two different things
Sex is
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a biological designation
Gender is
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Social psychological behavior
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Media, family members, peers, and schools
often send contradictory messages about what
it means to be female
8-9 year old females are comfortable with
themselves, however this slow starts to decline
until they leave High School.
The biggest factor influencing girls self-esteem
is their appearance
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Media, family, peers, and schools help shape
behaviors
Boys tend to hide their feelings more than girls
Boys are taught to be tough and strong
Society looks down on those who do not meet
those expectations.
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Males are more implosive where females tend
to put more care into their work.
Males attribute their success to their own
efforts and failures to external factors.
Females think success is attributed to good luck
and failures to internal factors.
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Grades do not follow the patterns reflected in
standardized testing.
Test are not the best way of determining
intellectual intelligence
One gender, for example, might be better with
verbal performance
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Teachers interact more with boys than with females in the
classroom
Boys are usually asked more complex, abstract, and openended questions
For projects teachers tend to give more complex and
detailed instructions to boys, teachers tend to take over for
girls and deprive them of active learning
When boys perform poorly, teachers often blame failure on
lack of effort and when girls perform poorly it is for reasons
other than effort
All to often teachers discourage girls from courses of study
that lead to high-skilled, high paying careers
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Sexist language- words, phrases, and
expressions that unnecessarily differentiate
between females and males
Four effects of sexist language
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The use of sexist language promotes sexual stereotyping and the
adoption of sex-typed attitudes and behaviors
Teachers serve as important models for language learning of children
When teachers employ sexist language, their behavior is likely to
promote sexism and sexist behavior in their students
When the use of sexist language on the part of the teachers can be
reduced, an attendant reduction in sexism and sexist behavior in their
students can be expected
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Nonverbal communication is a very important
part of communication
Nonverbal communication according to Wood
(2001), states that, are significant in managing
identities and interpersonal relationships
Responsiveness is concerned with how
individuals are in interaction.
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Males use more expansive gestures
Females read more subtle cues such as eye contact
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Powell, R. G. & Caseau, D. (2004). Classroom
communication and diversity. Enhancing
instructional practice. Mahwah, New Jersey