https://www.youtube.com/watch?v=NDiolhb50R8

This woman in this directs the attention on sexual violence against college women. I thought this video was a great way to end my blog. She discusses the historical and dominant response to sexual violence, information on how to prevent it, and shift the paradigm address sexual violent. I thought that closing this blog with my last post and this blog was a great way to give some interesting facts and since I’m in college right now.

I had the whole video but I cant seem to find it.

Marissa Stawkey

I recently read an article entitled: Socialization to Gender Roles: Popularity among Elementary School Boys and Girls. As the title suggests, it talks about what classifies a child as "popular" in school. Most of us can recall very early memories of other kids in school who were more or less popular than us. But what did they all have in common? Were they good looking? Really mean? Really nice? Smart? Athletic? Rich? What was it about these people that made us want them to notice us? Why did we want to be like them and be accepted by them even thought they were mean or snobby? And as it relates to my blog, how and why are these questions being presented as early as elementary school?

If you can understand the gender roles that have been pressed upon everyone since birth, then the question of "what makes a kid popular in school?" can be more easily answered. To summarize, the reason is because of social status and gender roles. "Boys achieved high status on the basis of their athletic ability, coolness, toughness, social skills, and success in cross-gender relationships. Girls gained popularity because of their parents' socioeconomic status and their own physical appearance, social skills, and academic success. Although boys' gender images embody more active and achieved features than girls', which are comparatively passive and ascribed, these roles embody complex integrations of oppositional elements that expand and androgenize them." (Adler et. al., 169)


Adler, Peter, Steven J. Kless, and Patricia A. Adler. "Socialization to Gender Roles: Popularity among Elementary School Boys and Girls." Sociology If Education 65.3 (1992): 169-87. JSTOR. Web. 21 Apr. 2013. <http://www.jstor.org.ezproxy.emich.edu/stable/2112807?seq=2>.

*Mia Evans*

In this video a professor from UC-Riverside Margaret Nash is interviewed about history of women in high education. She touches up on the subject of women being educated in the 1960’s, what type of education we think mother’s need, women outlawing men in college and etc. This video appealed to me because it was interesting to hear what someone else had to say about these topics.

I had the same video somewhere else of the full thing but I can't seem to find where it was.

-Marissa Stawkey-

Single Sex and Coeducational High Schools.

I read this article that was written by Patricia Schmuck, Nancy G. Nagel and Celeste Brody. The article is reporting the results from a study done on the gender consciousness in single sex and coeducational high schools. They stated that when it comes to gender awareness, females are less aware about the opposite sex and how they work. But when it comes to academics it is very beneficial because they are being challenged to be the best. Not like going to school with guys wouldn’t challenge them, they are just less distracted. But some parents felt like some of the boy schools were a lot more academic challenging then the single sex girl’s schools. The Xavier Preparatory High School single sex catholic schools decide to accept girls there. This school was one of the best boy high schools in the area. But many females’ parents began to complain because they wanted their girls to have the same Jesuit Preparatory education as the boys did.

But in another article that was written by Barber Heather that talked specially about how parents make and decide which schools are the best for their daughters either single sex or coeducational. Some stated that they thought that it would be challenging for their daughter because it challenges them naturally. Some also felt like that could be dangerous because they don’t want to risk their daughter’s education because they want them to interact with the opposite sex. But as I seen in the article written about The Xavier Preparatory High School, it was a challenge for both the boy and the girls. Although interacting with the opposite sex should be natural it can be hard for people who have never done it before.

Gender Consciousness is created when students interact with each other

“We interpret behaviors information and situations though our own cultural lenses” Lisa Delpit

The females showed more consciousness unlike the teaches and the male students, When they began to fell more comfortable they began to express there frustration at the fact that they weren’t reading any female writers in there English class. Although some of the teachers at The Xavier Preparatory High School felt a need to change their curriculum because of the different students. There were a couple teachers who felt the need to keep their curriculum the same.

So after the study was over it was seen that females are more gender conscious then the boys. They were able to adjust to being around the opposite sex, unlike the boys were it was a while for the to adjust to them having females in the classroom. Also it goes to show that many of the teachers weren’t willing to change and adjust to the females being there either. Some think that Single sex education is better, and in some instances it might be but going to a coeducational school helps to be more conscious and interact with the opposite sex more.

Brody Celeste, Patricia Schmuck, and Nancy G. Nagel. Studying Gender Consciousness in Single-Sex and Coeducational High Schools. Great Britain. RoutledgeFalmer. 2002. Print

Heather Barber. “Construction of Gender in Parents’ choice of a single sex school for their daughters”. Gender in Policy and Practice: Perspective on single sex and coeducational schooling. 2002. Print. 

Cassie Wilson

Gender Constructed Young

In this book called School Talk: gender and adolescent culture written by Donna Eder with the help of Catherine Colleen Evans and Stephen Parker starts off by talking about the misunderstanding between men and women. How it starts when children are young and usually in middle school. When girls and boys not being able to understand each other at a young age, they grow up having these stereotypes about the opposite sex(9).  These can often cause gender inequality because men often look at women as emotional, needed, insecure and unassertive.  Likewise women have this stereotype of men being rude, assertive, sexual, and even emotionless. So understanding gender is something that should be learned or at least attempted to be understood since it plays a big role in the lives of people in the future.

Another thing that they talked about was the interaction between the girls and boys at school. They stated that as children during elementary and middle school the girls and boys are segregated. They don’t play together at recess and they don’t sit with each other at lunch (14). They stated that the gender in middle school and Junior high is constructed by the peer’s influences to move up socially. So boys are know to be more socially accepted if they succeed though athletics ability, being cool or being tough. Unlike girls who move up socially though their family background, appearance, and have a lot of freedom when it comes to social things (14).

This book touches on a couple topics that pertained to constructing gender but the last one I want to talk about pertained to boys and there necessity to be manly tough and not wimps. Boys are taught though watching family members, peers and most commonly though media that men are supposed to be strong tough and aggressive (61). Many boys look to sports as a way to express their manliness. Playing sports such as football, hockey, basketball, and wrestling all sport that are very contact and require a lot of aggression. They talked about how the boys tend to call each other names but the names they call each other are usually demining and imply some sort of weakness. For example:

o   Pud

o   Squirt

o   Wimp

o   Girl

o   Fag

o   Queer

o   Pussy

These are all things that lack toughness and make you question someone’s gender, they also happen to be names that are linked with femininity and homosexuality (63).

Eder, Donna, Catherine Colleen, and Stephen Parker. School Talk: Gender and Adolescent culture. New Jersey: Rutgers University Press, 1995. Print

Cassie Wilson 

Bathrooms in Middle School

When I seen this picture it made me think about how confused children can be when it comes to Lesbians, Gays and Transgender. So then the question is how young is to young for children to start learning the difference. From this picture I would like to assume that this girl is in middle school at least, but shes standing in front of the doors not sure which one she wants to enter. I think since more unisex bathrooms are being created I feel like students should be more educated on the difference between the three.


-Cassie Wilson

From the article called Likelihood to Rape in College by Julie A. Odland, Marguerite Fitch, and Edmond E. Willis states in did a study in the 1980’s on 150 college men at a small Protestant church-affiliated liberal arts college. The study was done to assess rape and sexual force against men. In the end thirty four percent reported some proclivity to rape or force to sex (171).

                These researchers found that 51% of college men reported a likelihood to Rape (171)..According to the researchers the purpose of this study is to broaden research that is on rape and sexual proclivities by:

(1)    Including the dimension of general emotional empathy, (2) testing college men from a church affiliated liberal arts college rather than a large university, and (3) identifying participants’ perceptions of and justifications for violence in specific situations (173).

The results found that 34% reported to admitting to some proclivity to rape and/or to force sex (179). Those that reported to the proclivity to rape and/or to force sex showed higher acceptance of interpersonal violence, greater belief in the traditional roles of women, and higher rape myth acceptance (180).

The other article I did was called “Risk Factors of Male Sexual Aggression on College Campuses by Joetta L. Carr, and Karen M. VanDeusen. In this this article that talk about risk factors that are associated with male sexual violence on camas and report results of a preliminary survey of the sexual profiles, drinking patterns and child sexual abuse experiences of college men (279)

There have surveys that been done that consistently reported that college men have forced intercourse at a rate of 5-15% and college sexual aggression at a rate of 15-25% (279). Only 8.8% had admitted to rape or attempted rape of men. The risk factors they listed includes male sex-role socialization, alcohol abuse, personality traits, and child abuse and neglect (280).

            Carr, Joetta L., and VanDeusen, Karen M. “Risk Factors for Male Sexual Aggression on College Campuses.”Journal of Family Violence 19. 5 (2004): 279-289. Web. 20 Mar. 2013

Osland, Julie A., Marguerite Fitch, and Edmond E. Willis. "Likelihood to Rape in College Males." Sex Roles 35.3-4 (1996): 171-83. ProQuest. Web. 20 Mar. 2013.

 

-Marissa Stawkey-

Two Interesting Interviews About the Abstinence-Only Policy in Schools

These videos both discuss the sex education programs offered in schools. They both talk about how abstinence-only programs seem to be failing and how the advocates for abstinence as the only option don't want to accept that. There are statics that prove that abstinence-only education is not working, however, millions of dollars are being spent to fund these failing programs. The governor of Texas, Rick Perry, made a fool of himself during an interview on the subject as the audience giggled at his remarks. There are no numbers presented in the videos that suggest that abstinence-only education is effective. When the interviewers give statistics that back up their viewpoints, the abstinence-only people simply disagree with no reason why and no evidence to back up their opinions. What are your thoughts on the abstinence-only policy?

*Mia Evans*

Discrimination by Peers and Teachers

California High School Requiring 'Gender Appropriate' Clothing Draws Fire (Video)

Students at Sultana High School in Hesperia, California feel like they are being bullied but not only by their peers but by there teachers also. Prom season is coming around and many of the students want to dress in there own way but they are being restricted by the authority at the school. even though the State of California states that LGBT students can not be discriminated by because of there gender or sexual orientation.




Cassie Wilson

How Young is Too Young to Talk About Sex in School?

Do you think that 5-year-old's are old enough to be learning about sex to this extent? Parents and faculty members have mixed feelings about introducing topics such as same sex relationships, anatomy terms, and different types of sex. Do you feel that it should be the role of the school to introduce these things or of the parents?

*Mia Evans*

Sexuality in College Courses

      Human Sexuality? Many people when they hear you're taking a Human Sexuality or Psychology of Sexuality course their response is "Why are you taking a class about sex?" The reason I know this is because I am actually taking a course called "Psychology of Sexuality," my professor likes to call it Psychology of Sex. Some other course's that talk about "Human Sexuality" according to Clint E. Bruess and Heather J. Meggers in the article called "Teaching The College Human Sexuality Course" is sociology, psychology, religion and health education. They talk about how this topic is actually becoming more and more popular in colleges and universities (269).

      What do you think you would learn/gain if you took a human sexuality class? Do you think you would learn about sex, intercourse, sexual pleasure, or sexuality? You would actually learn about all of that, but there is actually more to that. In the book called "Sexuality Education: Pass, Present, and Future" by Elizabeth Schroeder and Judy Kuriansky they talk about how no matter what education background/experiences you come from, all students come to college with information and misinformation about sexuality that they learn from their parents, peers, religious authorities, and social and cultural sources (272).

            When you take sexuality courses you would also learn according to the 

            article "Teaching The College Human Sexuality course":

             

                  Student outcomes associated with college human sexuality
                  courses include greater sexual knowledge, reduced sexual
                  anxiety, improved body image, and a better understanding
                  of the ways in which personal sexual values affect other people" (269).

      From the book "Sexuality Education: Pass, Present, and Future" they stated that while you are learning about human sexuality you take into the fact that you are also being challenged to consider facts with in personal, political, social, cultural, and ethical contexts (273).

            After discussing about human sexuality, what exactly is sexuality? From the same book they describe the definition of human sexuality proposed by the Sexuality Information and Education Council of the United States (SIECUS, 200):

                  -Sexuality is not only about taking part in sexual behaviors.

                  -Sexuality is about self-concept, feelings about being male or 

                  female or transgender, feelings about other people, the way we move
                  and speak, and the way we relate to others.

                  -Sexuality is a natural and healthy part of who we are through our

                  lives - from birth until we die.

                  -Sexuality is not what we do, it's about who we are and how we live
                  (274).

            Why should we learn about human sexuality?  The reasons Elizabeth Schroeder and Judy Kuriansky say we should learn about human sexuality is because obtaining accurate sexual knowledge, improving sexual decision making, clarifying personal values, to learn the relationship between human sexuality and the personal well-being, and also to explore how human sexuality can influences one's sexuality (274).

Works Cited

Bruess, Clint E., and Heather J. Meggers. "Teaching the College 

      Human Sexuality Course." Westport, CT, US: Praeger Publishers/Greenwood

      Publishing Group, Westport, CT, 2009. 269-293. PsycINFO. 13 Feb. 2013 .

Schroeder, Elizabeth, and Judith Kuriansky. Sexuality Education: Past, Present, and 

      Future. Vol. 3 Westport, CT: Praeger, 2009. 272-74. Print.

-Marissa Stawkey-

Greetings,

                This semester, I am going to post about the topic of sexual socialization in education. We will explore the ideas of how our education system influences the expectations of sex roles. We shall investigate the different effects public, private, and home schooling has on gender expectations. A valuable method in research gender roles is to comparing the United States’ educational system to foreign approaches. The topic of sexual socialization is very important because it not only brings to light how society shapes the individual, but also how one can liberate oneself from societal pressures.

         Chris

Middle School, and High School

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My name is Cassie Wilson; I am in the education group. I will be specifically blogging on Gender, Sexuality, and Middle school and High school. I picked this topic because it’s the one that most interest me. I also picked this topic because I feel like this is the age that children start to come into their own. This is the age where they start learning about themselves, and they’re feeling on gender and there sexuality. This is a very pivotal age and when I talk to my friends who are gay or lesbians they tell me that middle school, more so High school is the time that they found themselves attracted to the same sex.

Cassie Wilson 

Hi!

My name is Mia and the topic I will be focusing on is Gender and Sexuality in Elementary Education. Elementary age students are at the stage where they are just beginning to figure out who they are. My posts will discuss sex education in elementary school, the differences between boys and girls in the class room and how young kids may be discovering their sexual orientations.

Mia Evans

My name is Marissa Stawkey, the subject I will be informing you about is Gender and Sexuality in Higher Education. This subject really draws my attention because for me as somebody that is part of the LGBT community it is nice to know what kind of articles, news, or research that is out there that deal with higher education. I am attaching a video called LGBTQ Presidents in Higher Education, some of them talk about coming out in college and others talking about how being a leader of a university while being out and proud. I feel its an inspiring video for the LGBT community and helps you come to the knowledge that you can be what you want to be.

Marissa Stawkey

Welcome!!!

Welcome to the Education Group Research Blog. In our blog, we will discuss gender gap, gender expectations and overall gender and sexuality topics that present themselves throughout the education system. For example, studies show that females tend to achieve higher grades in school than males (Blume, Zembar). Most teachers are women, so it is our opinion that lectures are more structured around feminine ways of thinking, which may appeal more to the female students in the class, making it easier for them to learn. Also, we feel that females are expected to do better in school then males for various reasons. In our later blog posts, we will be discussing how bullying plays a role in our schools and how counseling and LGBTQ support should be provided in every school for students who deal with the daily struggles of being "different". 

Marissa Stawkey
Chris Milborne
Mia Evans
Cassandra Wilson

Source: Zembar, Mary Jo., and Libby Balter. Blume. Middle Childhood Development: A Contextual Approach. 2009 ed. Upper Saddle River, NJ: Merrill/Pearson, 2009. 212-15. Print. 

URL: http://www.education.com/reference/article/gender-academic-achievement/