Uninformed but Interested: Findings of a National Survey on Gender Equity in Preservice Teacher Education

Engaging Student Resistance to Feminism: 'How is this stuff going to make us better teachers?'

“…However, if gender issues are not addressed in methods courses of teacher preparation, pre-service teachers do not perceive them as important (Skelton & Hanson, 1989). A recent US survey found that, on a national level, only a handful of pre-service education programs designate gender as an issue worthy of methods course inclusion and that the language in virtually all state department of education policies (for certi cation or licensure) designates gender a minor role (Campbell & Sanders, 1997). It should come as no surprise then that researchers continue to report that licensed teachers hold, consciously or unconsciously, sexist attitudes which get translated into their teaching practices (LaFrance, 1991).…”

Gender Equity: Still Knocking at the Classroom Door

“…In a recent national study of mathematics and science methods professors, Campbell and Sanders (1997) found that two thirds of education professors spent two hours or less teaching about gender equity, and rarely provided practical classroom strategies to neutralize bias. More than half of the professors were "satisfied" with this limited treatment.…”

Gender‐Equitable Teaching Behaviors: Preservice Teachers’ Awareness and Implementation

“…It seems pedagogically lax not to address this important issue during preservice training (AAUW, 1991;Bullock, 1997;Campbell & Sanders, 1997).…”