Journal Table Three
Name: Ruth Detlefsen DeLano
Important Societal Factors/Significant
Observations from Field Notes
A) A) Column 1 How do you see gender
scripts (Cite specific author arguments,
examples, and page numbers from the
Sadkers reading!!) and/or Gender Strategies
(Cite specific author arguments, examples,
and page numbers from the AAUW
reading) operating for respondents in your
Clinical site? (Cite specific author
arguments, examples, and page numbers
from the said Gender readings, the Judith
Lorber reading, the Gender Discussion PPT
on D2L, as well as your own
research/graphic on Gender in your
licensure area). are significant?
The Sadkers reading talks about how boys are
actually at a disadvantage when boys are favored by
teachers. Boys feel pressured to be the smartest and to
compete with each other not only in classes but in
sports as well. The Sadkers argue that boys and men
experience psychological strain from trying to
conform to stereotypic roles. One of the results of the
strain put on boys and men is a dependency on alcohol
and drugs. The Sadkers say that 90 percent of
alcohol-and drug-related arrests are men. Another
result of the high risk behavior exhibited by boys and
men while trying to conform to the stereotypes is that
the leading cause of death among fifteen-to twenty-
four-year-old white males is accidents. They also add
that teenage boys are more likely to die from gunshot
wounds than from any other natural causes
combined, and that males are two to three times
more likely to commit suicide than females. These
statistics are for mainly white males. For minority
males, the statistics are worse. The Sadkers say that
one in every three black male teenagers is
unemployed, and those who are working take home
paychecks with 30 percent less salary than white
workers. Of that salary, Sadkers estimate that 25
percent of black youths income results directly from
Course Content
C)Column2YouareREQUIREDtoCiteMichaelGenzuk,
NicholasWysocki,and/orNormaGonzalezasyoudescribethe
ethnographictoolsandinvestigationstrategiesyouareusing
(orwilluse)toidentifythespecificFundsofKnowledge
(knowledgebase,skillsets,activities,sociocultural
experiences,householdmemberlaborhistories,orsocial
networks)thatexistinthehomeand/orcommunityofthe
learnerorsetoflearnersyouchosetoworkwithinyourclinical
setting;
Myclinicalexperiencewassetentirelywithinaschoolsetting,
soIwasntabletogoasindepthastheMichaelGenzuk,
NicholasWysocki,orNormaGonzalezdidintheirresearch.
However,formyfuturecareerandclinicalsettingswhereIhave
moretimetogettoknowmystudentsandtheirfamilies,Ihope
tobeabletoconductanethnographythewaythatMichael
Genzuksaysthattheyshouldbeconductedinhisarticle,A
SynthesisofEthnographicResearch.Init,Genzuksaysthat
ethnographyreliesonupcloseandpersonalparticipatory
experienceswithfamilies.Thismeansthattheresearcher(s)or
teacher(s)dontjustobserve;theygettoknowthestudentsand
thefamilies,theircultures,religions,economicstatus.Genzuk
identifiesthreetypesofdatacollection:observations,
interviews,anddocuments.Hethenidentifiesthreetypesof
data:quotations,excerptsofdocuments,anddescriptions.These
typesofdataandresearchallturnintoonefinishedproduct:a
narrativedescription,whichtellsthestoryoftheethnographic
studyconducted.
InherarticleFundsofKnowledge,NormaGonzalezsaysthat
thereasonthatweconductethnographiescomesfromthe
assumptionthattheeducationalprocesscanbegreatly
enhancedwhenweasteacherstaketheefforttolearnaboutour
studentsandtheireverydaylivesoutsideofschool.Sheuses
severalofthetechniquesthatMichaelGenzuktalksaboutinhis
article,includingobservation,interviewing,lifehistory
narratives,andreflectiononfieldnotes.Accordingto
Gonzalez,whenwegointoourstudentshomesand
communitieswedontgoinasteachers,ratherwegoinas
anthropologicallearnerswhoaretryingtounderstandhowa
groupofpeopleliveandrationalizeandmakesenseoftheir
everydaylives.Gonzalezsaysthatusingethnographieshelpsus
tobecomebetterteachersbecausewecanbuilduponthe
knowledgethatstudentsbringtoschoolwiththemfromtheir
homesandcultures.Thewholeprocessoccursinstepsthat
reallyshouldntberushedorskipped.Thefirststepthat
Gonzaleztalksaboutisthehouseholdvisit,whichoccursbefore
entranceintothehome.Justbydrivingdownthestreetand
throughtheneighborhoodthatthestudent(s)liveinletsus
 Journal Table Three
Name: Ruth Detlefsen DeLano
crime and that one in every six African-American
males is arrested by age nineteen. Aside from salary
and income, the odds of a young African-American
man is one in 21, and homicide is the leading cause of
death among young black men (Sadker, pp. 195-196).
In her article The Social Construction of Gender,
Judith Lorber says that gender is not something that
we are born with, like sex; rather it is something that
we learn and develop for ourselves. Most often,
gender is presented upon us by our parents in the form
of clothing and pronouns. Young girls are dressed in
pinks, florals, and girlie attire while young boys are
dressed in blues, camouflage, and boy attire (Lorber,
pp. 55). Rarely does the child pick their own clothing,
and thus their genders are learned. Boys and girls are
treated differently in public and in private and learn
from watching their parents. For example, parenting is
gendered. Most typically, we see this in the form of
mothers being more compassionate and staying home
with the children more and by fathers being harsher
and working. Granted, today this is different because
gendered roles have changed. However when most
people think about a typical mother and father, their
ideas of the two are old fashioned and typical. Lorber
says that the building blocks of gender are socially
constructed statuses (Lorber, pp. 56), meaning that
the society or culture in which we live dictates the
types of gender that we perceive as normal. For
example, while in America we see two genders for the
most part (male and female), other countries identify
many more genders, including berdaches, hijras,
zaniths (all of which are biological males who work,
dress, behave, and are treated as women and are called
male women in English), manly hearted women
(who are biologically female but work, act, and are
treated as male), transsexuals, and transvestites
(Lorber, pp. 56). Gender, therefore, is not attached to
anatomy, nor is it biologic.
When it comes to individuals and society, there are
different opinions when it comes to gender that Lorber
identifies. For the individual, Lorber says that gender
means sameness (Lorber, pp. 57). Because humans
want to fit in with each other, we act the way that we
want to be perceived. In our culture, we are gendered
observetheareaandexternalmarkersthatmakeita
neighborhood.Wecanobservecluesastowhatfundsof
knowledgestudentsmayhave.Isthereagardenintheyard?
Patiowalls?Restoredcars?Istheyarddecorated?Thesethings
pointtoknowledgesuchasbotanicalknowledge,aparentis
possiblyamason,mechanicalknowledge,andartistic
knowledge.Allofthisisgleanedfrominitialobservationsjust
bydrivingdowntheneighborhood.Wecontinuetoobserve
wheninsideofthehouseholds,andwemustaskrespectful
questionsandlistentotheanswers.
WhenIbecomeateacher,Ihopetousethisinformationtobe
thebestteacherthatIcanbebymakingsurethateachofmy
studentsseeshimselforherselfandtheirculturesreflectedand
representedinmylessons.Bygettingtoknowmystudentsand
theirfamilies,IbelievethatIwillbeabetterteacherthanifI
justgottoknowmystudentswithintheschoolsetting.Icando
thisbyvisitingmystudentsandtheirfamiliesintheirhomes
andcommunitiesandbyinvitingfamilymembersintothe
classroomandmakingthemfeelincludedintheirchildrens
education.Iwillplanmylessonsaroundmystudentsfundsof
knowledgeandmakesuretoincludethemintheplanning,
teachingwhattheyareinterestedinandwhatisrelevantto
them.
D)Column2UseyourAnnotatedBibliographyUpdated
20166SourcesPDFtodiscussrequirementCinany2
ofthe6resourcesthatyouwillusetoengageinthe
investigationsthatyoujustdiscussedin#3.
IwilluseMissSandyandMr.Larsonfrommyclinical
experiencetoengageintheinvestigationsthatIjustdiscussedin
#3.Becausetheyknowthestudentsandtheirfamiliesatmy
clinicalsitebetterthanIdo,theywillbegoodresourcesforme
togobacktoinordertolearnmoreaboutthestudentsandto
betteranswerthequestionsthatIampresentedwithinthe
JournalTablesandintheDigitalEthnography.
 Journal Table Three
Name: Ruth Detlefsen DeLano
in every day life by observing how men and women
should act. By observing, we learn which gender we
fit into and try to act the way that that specific gender
acts (Lorber, pp. 58). While gender means sameness
for individuals, Lorber says that gender means
difference for society. In the greater part of our
society, there are two genders whose characteristics
are clearly laid out and identifiable. Lorber says that
this makes the gender construct of male and
female both empty and overflowing categories.
Empty because they have no ultimate, transcendental
meaning. Overflowing because even when they appear
to be fixed, they still contain within them alternative,
denied, or suppressed definitions (Lorber, pp. 59).

In my clinical experience this semester, I saw students

who identified their gender along with their sex,
meaning that students who were born male identified
as such and students who were born female identified
as female. Because I didnt have a chance to see what
their home lives are like, it is hard to come to a
conclusion or an accurate observation about whether
their genders are chosen genders or if their genders
have been learned or impressed upon them by parents
and community members.
As far as actions go, I observed boys acting out more
than girls to get the attention of classmates and
teachers. However, the girls at my clinical were much
more outgoing than the boys for the most part. They
were some of the first to approach me on my first day,
and it took the boys a while to get used to my
presence. I observed the boys at my clinical playing
sports more so than the girls, and the girls playing
with puzzles or jumping rope more so than the boys.
However, there were some girls whom I observed who
enjoyed sports and played with the boys at times.
Again, it is difficult to form a conclusion or even
hypothesis about the reasons for the students acting in
these ways without knowing their families or how
they are/were raised.
My licensure area will be K-8th grade, so the
information from these essays is important for me to
know and to be aware of. I didnt know before reading
the Sadkers article that boys felt so much stress and
pressure to be the best and to be manly. Knowing
 Journal Table Three
Name: Ruth Detlefsen DeLano
what I do now, I hope to call equally on all students in
my class as a teacher so that I dont put stress on
certain students to be the best and so that I dont
encourage competition to that high a level. While
some competition is good, too much can be a bad
thing, as the Sadkers stated.

B) Column 1 How do your Developmental

and/or learning theorists learned in EDFD
400/401 help you think about why you see
specific gender scripts (Sadkers reading)
and/or gender strategies (AAUW reading)
being exhibited by the learner or set of learners
you are observing;

Piaget believed that children learned from doing and

by observing. An example might be a child learning to
eat with a spoon. Through exploring their
surroundings, children begin to build up a scheme of
the actions that he/she can preform. These are also
called operations. This helps me to think about why I
see specific gender scripts and/or gender strategies
being exhibited by the set of learners that I am
observing by telling me that children learn from their
surroundings and by experimenting with what is okay
and not okay. If a biologically male child plays with a
toy that is thought of as feminine and is told no, that
child is going to learn that they are not to play with
feminine toys and therefore wont play with them.
Gestalt and other Behaviorist Theories say that
humans learn from publicly observable behavior and
seeing things come together in an observable pattern.
For children, observing others performing gendered
actions teaches the children the societal view of the
two genders. Children associate themselves with a
gender and act the way that they observe others within
that gender acting and behaving.