Children's Sex Role Knowledge and Behavior: An Ethnographic Study of First Graders in the Rural South

Goetz, Judith

doi:10.1080/00933104.1981.10506096

Cited by 10 publications

(3 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Females have been reported as entering learning situations with lower expectations of success and with a lack of self-confidence in their ability to accomplish a task, even when such beliefs may be unsupported by objective measures (Crandall, 1969;Dweck, Goetz, & Strauss, 1980;Feather & Simon, 1973;Goetz, 1981;Lenney, 1977;Mac- 1977). These attitudes have a negative impact on subsequent efforts and performance, as females are less likely to pursue tasks (Dweck & Elliot, 1983;Felson, 1984;Shephard & Hess, 1975;Stein & Smithells, 1969;Stewart & Corbin, 1988).…”

Section: Evaluation and Attributionmentioning

confidence: 97%

Chapter 7: The Issue of Gender in Elementary and Secondary Education

Sadker

Klein

1991

Review of Research in Education

View full text Add to dashboard Cite

During colonial times in New England, schools were for male students only; yet 50 years after the American Revolution coeducation had become the norm in public elementary education. This change emerged gradually and with little public discussion. In rural communities most parents did not think it worth the prohibitive cost to educate boys and girls separately, and the one-room, coeducational school district was typical, viewed as a natural extension of male and female participation in the family and church (Hansot & Tyack, 1988).In contrast to the rural one-room school, the high schools of the nation's urban areas were larger, more bureaucratic, and structurally further removed from the model of the family. In these schools, coeducation generated more controversy; parents and educators worried not only about the sexual involvement from such close contact during adolescence, but also about the need to prepare boys and girls for their different roles in the largely segregated world of work. In response to such concerns, the curriculum was consciously designed to meet the "different needs" of female and male students. For example, girls were required to take courses in homemaking to prepare them for their designated roles as wives Myra Sadker and David Sadker thank Elise Lindemuth and Jackie Sadker for their research assistance. Susan Klein, author of the administration section, thanks the following colleagues for supplying information: Women arrived in 1619 (a curious choice if meant to be their first acquaintance with the new world). They held the Seneca Falls Convention on Women's Rights in 1848.During the rest of the 19th century, they participated in reform movements, chiefly temperance, and were exploited in factories. In 1923 they were given the vote. They joined the armed forces for the first time during the Second World War and thereafter have enjoyed the good life in America. (Trecker, p. 252)Trecker found that one text, in its discussion of the frontier period, allocated five pages to the six-shooter and scarcely five lines to the frontier woman. In another two-volume text, there were only two sentences allocated to the women's suffrage movement, one sentence in each volume.at UNIV OF MICHIGAN on June 13, 2015 http://rre.aera.net Downloaded from Educational materials teach far more than information and a way of learning. In subtleoften unconscious-ways, the tone and development of the content and illustrations foster in a learner positive or negative attitudes about self, race, religion, regions, sex, ethnic and social class groups, occupations, life expectations, and life chances. Inadvertent bias, as often the result of omission as commission, can influence the impact of educational programs.

show abstract

Section: Evaluation and Attributionmentioning

confidence: 97%

Chapter 7: The Issue of Gender in Elementary and Secondary Education

Sadker

Klein

1991

Review of Research in Education

View full text Add to dashboard Cite

show abstract

“…Although few in number, there are social studies of social,studies education. In addition to those already cited, examples of social classroom research include (a) large scale projects such as the Case Studies in Science Education (Stake & Easley , 1 978); (b) a study of first graders' sex role knowledge and behavior in relation to community, teacher-school, and curriculum contexts that incorporates participant conceptions (Goetz, 1981); (c) a study of elementary teachers' planning for social studies in relation to institutional context, including both formal and informal policies, that incorporates participant conceptions (McCutcheon, 1981); and (d) a study of the social construction and functions of knowledge about other cultures in elementary social studies classes (White, 1980).…”

Section: Social Vemus Asocial Classroom Researchmentioning

confidence: 98%

On the Social Study of Social Studies

Cornbleth¹

1983

Theory & Research in Social Education

View full text Add to dashboard Cite

Schooling is a socid activity. It is my premise that our understanding of the conditions, processes, and effects of teaching and learning in schools would benefilt from more research that is social in nature. Social studies education and research in particular would benefit from more social ways of thinking about society and research and of investigating and interpreting schooling and social studies (see Clernents, 1981b). For the most part, however, the assumptions and practices adopted by social studies and other educational researchers have been asocial.Educational research has been "coming out of the laboratory closet" and into the "natural" social setting of the classroom (Leinhardt, 1978). But, the move has been accompanied by efforts to make a closet out of the classroom by decontextualizing it, that is, by examining classroom phenomena in isolation from one mother and their institutiond, societal, and historical, settings (Mishler, 1979). Consequently, the ecolo$cal validity and value of much classroom research has been unnecessarily limited (Doyle & Ponder, 1975). While classrooms are no more natural settings than are subways or skyscrapers (see Hamilton, 1981, on the evolution of the classroom system), classroom research does seem to hold promise for manageable and meaningful social study.To describe schooling as a social activity and propose that the study of schooling reflect its social character, i . e . , a social perspective, assumes mutual influence among school phenomena and between schools and larger Downloaded by [New York University] at 03:03 15 May 2015 social structures. Further, people in schools are seen as jointly creating and acting on meanings or definitions of their situations as they interact over time. To take a social perspective is to reject oversocialized notions of human thought and action, instead viewing teachers, students, and others as creators as well as consumers, transmitters, and, perhaps, victims of their milieux. The purposes of the present inquiry are to (a) delineate characteristics of social research with particular reference to classroom research, (b) identify examples of recent social studies classroom research that are social in nature, and (c) explore the possibilities and limitations of the social study of social studies. Social vemus Asocial Classroom ResearchClassroom research! is defined as systematic inquiry about school classrooms that is directed toward understanding classroom processes. It is usually but not necessarily conducted in clas~roorns.~ Such research can employ various methods -historical, philosophical, experimental, survey, empirical, ethnographic-or combinations of methodologies. Social studies classroom research would include studies of social studies classrooms or other (e.g., "self-contained" elementary) classrooms with reference to social studies concerns.Tentative distinctions between social and asocial classroom research were derived from the literature in social psychology, sociology, and social inquiry. Particularly helpful were Bronf...

show abstract

“…By considering analyses of the gendered structuring of students' patterns of learning, individualistic, child-centred approaches to curriculum negotiation were shown to be problematic in terms of power relations, the distribution of worthwhile activities and the accessing of socially significant knowledge (Walkerdine, 1984). Goetz (1981) provided some understanding of students' gendered social development, challenging the view that primary school students are ignorant of patriarchal prescriptions regarding male and female roles. Skelton's (1987) study, referred to above, found that student teachers were unaware of the existence of gender inequities in primary schools.…”

Section: Contentmentioning

confidence: 99%

Taking the Standpoint of Women in a Teacher Education Course

Singh

1993

Journal of Education for Teaching

View full text Add to dashboard Cite

The issue of gender and schooling has exercised the interests of a number of researchers for the last 25 years. Interestingly, relatively little work has been done on gender in initial teacher education. This paper offers some insights into how teacher education might represent the 'standpoint of women'. It addresses the question of whether an initial teacher education programme can operationalise foundational ideas of social justice in curriculum and teaching studies subjects. It presents an account of what has been achieved in the initial development of one teacher education subject and provides details of its evaluation based on what students thought about it.

show abstract

Children's Sex Role Knowledge and Behavior: An Ethnographic Study of First Graders in the Rural South

Cited by 10 publications

References 17 publications

Chapter 7: The Issue of Gender in Elementary and Secondary Education

Chapter 7: The Issue of Gender in Elementary and Secondary Education

On the Social Study of Social Studies

Taking the Standpoint of Women in a Teacher Education Course

Contact Info

Product

Resources

About