Equity for boys and girls: Some important issues

Ebbeck, Marjory

doi:10.1080/0300443840180106

Cited by 24 publications

(15 citation statements)

References 6 publications

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“…Existing studies report differences in spatially relevant input to girls and boys at school and at home. At school, preschool teachers are reported to spend more time with boys than girls and usually interact with boys in the block, construction, sand play, and climbing areas and with girls in the dramatic play area (Ebbeck, 1984). At home, preschool boys are reported to more frequently engage in spatial activities than preschool girls, both alone and in conjunction with their caregivers (Newcombe & Sanderson, 1993).…”

Section: Discussionmentioning

confidence: 99%

Early sex differences in spatial skill.

Levine¹,

Huttenlocher²,

Taylor³

et al. 1999

Developmental Psychology

398

370

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This study investigated sex differences in young children's spatial skill. The authors developed a spatial transformation task, which showed a substantial male advantage by age 4 years 6 months. The size of this advantage was no more robust for rotation items than for translation items. This finding contrasts with studies of older children and adults, which report that sex differences are largest on mental rotation tasks. Comparable performance of boys and girls on a vocabulary task indicated that the male advantage on the spatial task was not attributable to an overall intellectual advantage of boys in the sample.

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Section: Discussionmentioning

confidence: 99%

Early sex differences in spatial skill.

Levine¹,

Huttenlocher²,

Taylor³

et al. 1999

Developmental Psychology

398

370

View full text Add to dashboard Cite

show abstract

“…However, in the classroom this may not always be the case. Teachers have often expressed that it is more difficult to control externalizing behaviours in boys than in girls (Ebbeck, 1984;Hammarberg and Hagekull, 2002;Stephenson et al, 2000). As a means to reduce externalizing behaviours, boys often receive both positive and negative responses from their teachers (Hagekull and Hammarberg, 2004).…”

Section: Negative Changementioning

confidence: 99%

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Hammarberg

Hageküll

2006

Inf. Child Develop.

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The purpose of this study was to investigate changes in externalizing and internalizing problem behaviours in 6-yearolds with a focus on sex differences. Teachers rated problem behaviours at the beginning and at the end of the school year, 8 months apart, in 370 children (197 boys and 173 girls) attending 22 school preparatory classrooms. Although the majority of the children were quite stable, considerable negative and positive changes for both boys and girls in problem behaviours were found. The results showed that girls were more likely to change their externalizing behaviours in a positive direction than boys, whereas a tendency to the opposite pattern was found for internalizing behaviours. Boys were also found to be more prone to a negative change in problem behaviours of both types than girls were.

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“…Although Honig and Wittmer (1982) found no significant difference in the number of male and female preschool interactions, they did find that girls were asked significantly more personal-social questions than boys, reflecting a stereotyped line of teacher inquiry. Choices made by girls in preschool activities also reflected gender bias, according to Ebbeck (1984). In this study of 30 early childhood classes, girls were found less likely to participate in block play, climbing, sand play, and construction play; in addition, teachers spent nearly two thirds of their time with male students.…”

Section: The Distribution Of Interactionmentioning

confidence: 90%

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

Sadker

Klein

1991

Review of Research in Education

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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.

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Equity for boys and girls: Some important issues

Cited by 24 publications

References 6 publications

Early sex differences in spatial skill.

Early sex differences in spatial skill.

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

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

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