Recognizing and Addressing Gender Issues in the Classroom

Abstract

This article describes the impact of gender socialization on the classroom. Specific gender dynamics, such as class participation and expression of anxiety, are discussed, as well as methods for enhancing gender awareness in the classroom.

The Wheel of Wellness Counseling for Wellness: A Holistic Model for Treatment Planning

“…Gender role socialization, a process that begins at birth and continues throughout the life span, results in culturally appropriate gender role behaviors being rewarded for both men and women (Cowher, 1995). For example, Maccoby (1990) suggested that men are rewarded for engaging in traditionally "masculine" behaviors such as achievement, competition, and independence, whereas women are rewarded for engaging in nurturing, supportive, interdependent, and empathic relationship behaviors.…”

Maslow and Miller: An Exploration of Gender and Affiliation in the Journey to Competence

“…As a result of these shifts during adolescence, according to Cowher (1995), both sexes are at risk. She has pointed out that girls internalize stress, blame themselves, cry, eat, purge, and become depressed, and boys externalize their stress, deny their feelings, become aggressive, hang out in groups where they seek anonymity, and engage in distracting activities such as drinking or sports.…”

“…Awareness of sexuality increases for both females and males, and both boys and girls become more focused on body image as they attempt to form the appropriate cultural identity and integrate it with what they are coming to know about the world (Cowher, 1995). Boys become more physically imposing.…”

Gender: Issues of Power and Equity in Counselor Education Programs

“…Unfortunately, equating gender issues with women's issues may well bring women and men, counselor educators and counseling students, to a restricted (and restrictive) view of gender in our lives. In all levels of education, both sexes have been placed at risk by teacher and student attitudes about gender that are divisive rather than geared toward mutual understanding (Cowher, 1995). Dupuy et al (1994) noted that gender issues courses co-taught by male-female teams might be an effective means to address both women's and men's issues.…”