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Journal Table Three

Name: Allison Hovel


Important Societal Factors/Significant Course Content
Observations from Field Notes
C)Column2YouareREQUIREDtoCiteMichaelGenzuk,
NicholasWysocki,and/orNormaGonzalezasyoudescribethe
A) A) Column 1 How do you see gender ethnographictoolsandinvestigationstrategiesyouareusing
scripts (Cite specific author arguments, (orwilluse)toidentifythespecificFundsofKnowledge
(knowledgebase,skillsets,activities,sociocultural
examples, and page numbers from the
experiences,householdmemberlaborhistories,orsocial
Sadkers reading!!) and/or Gender Strategies
networks)thatexistinthehomeand/orcommunityofthe
(Cite specific author arguments, examples, learnerorsetoflearnersyouchosetoworkwithinyourclinical
and page numbers from the AAUW setting;
reading) operating for respondents in your At Ridgeway Elementary, the main leaders of the
Clinical site? (Cite specific author after-school program, Mr. Larsen, Ms. Sandy, Mr. R.,
arguments, examples, and page numbers and Mr. Eric, know almost each of the students and
from the said Gender readings, the Judith their families on a personal level due to it being a
Lorber reading, the Gender Discussion PPT small school. I am able to learn more about the
on D2L, as well as your own students by talking to these leaders. As Norma
research/graphic on Gender in your Gonzalez states in her Funds of Knowledge for
licensure area). are significant? Teaching Project article, "the educational process can
be greatly enhanced when teachers learn about the
At Ridgeway Elementary there are a few times when I everyday lived contexts of their student's lives."
have seen gender scripts being displayed, but there are Gonzalez also talks about how teachers should do
also numerous times when I expect to see gender home visits to learn more background information
scripts displayed and then am surprised that I dont. about their students in order to help them and know
them on a more personable level. At Ridgeway, I am
I have seen gender scripts displayed when the teachers unsure if they do home visits, however, I do see
are taking attendance and in some games that the parents who come in after school and meet with
students play. When taking attendance for example, in teachers for one-on-one conferences.
general the girls tend to be quieter and follow I can also use some of the strategies identified by Dr.
directions better than the boys do. When the students Nicholas Wysocki in his Activities to Investigate
are either outside playing or in the gym playing Funds of Knowledge document to learn more from
games, I have seen the boys a few times take control the students. I can ask the students about the
and control the game and tell the girls where they occupations of their parents and their grandparents (I
should go. may learn that farming has been in the family for
many generations). I can ask about who is
Another example where I see gender scripts displayed responsible for cooking, shopping, repairing things,
is in clothing choices. While none of the girls at childcare and chores at their house. This can help me
Ridgeway dress fancy or frilly, many are dressed in see if they have learned any social roles related to
what is considered more feminine clothing like those activities. I can also ask them about the type of
leggings and shirts that are more than just t-shirts, and entertainment they enjoy or dont enjoy doing with
many have hair decorations. The boys are almost all in their families, and the places in the community where
jeans or shorts, and t-shirts. These are examples of they go out together as a family and see other
social gender construction mentioned by Judith Lorber families.
in Night To His Day (p. 54-55). C) Column2UseyourAnnotatedBibliography
Journal Table Three
Name: Allison Hovel
More often though, I see examples of play and Updated20166SourcesPDFtodiscuss
interaction where gender scripts are not displayed. For requirementCinany2ofthe6resourcesthatyou
example, I have seen the girls at Ridgeway playing willusetoengageintheinvestigationsthatyoujust
discussedin#3.
with items that would be considered part of the "boy
script" in general, like footballs. These items are I continue to go to Ridgeway once a week, as I was
usually the items that only boys play with at the after- scheduled to go for the later part of the year. Since I
school program I work at back home, so I notice the still go once a week I will ask Mr. Larsen or Mr. R. if
lack of gender scripts more easily at Ridgeway. Often they do home visits for their students and if they
times when I am at Ridgeway, there are many girls know of any other teachers who may do home visits
who are not afraid to play in the dirt, get rough with at Ridgeway. I will also talk with Mr. Eric and Ms.
the boys and play football with the boys. I have also Sandy and ask them how they interact and handle
watched the young boys at Ridgeway play games with students and families in and out of the school.
the girls that would normally be considered to be girl
games, such as playing house. The students at
Ridgeway are very rough and tough and so generally
they are playing a rough game of tag, football, or
playing in the dirt.

The students at Ridgeway dont display the gender


scripts mentioned by Myra and David Sadker like the
boys commanding more teacher attention or being the
biggest discipline problems (The Miseducation of
Boys, pg. 182-183). But I am watching them play in
an after-school program where they can be aggressive
and competitive and I dont see them in a classroom
setting where that gender script might stand out from
the girls more (p. 188).

Although Ive tried to watch for it, I havent seen an


example of the students exhibiting gender strategies.
They seem to be so involved in their play and the boys
and girls are interacting so much that gender strategies
may not be happening. Or they may be too subtle for
me to see. I also do not see the teachers at Ridgway
using specific gender strategies to reach out to
students or to assist in their learning, but that is mostly
because I am at an after-school program and the focus
is mostly on outdoor play. While some projects and
activities are curriculum-based, I dont get to observe
the teachers working with students on these.

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)
Journal Table Three
Name: Allison Hovel
and/or gender strategies (AAUW reading)
being exhibited by the learner or set of learners
you are observing;

John Dewey - Dewey's theory states that children


learn best by learning through doing. Since I have
had the chance to observe play time more than
classroom learning at Ridgeway, it is sort of
difficult to see how this theory applies. But I do
notice that if a student is not doing well at a game
like football, they want to (or demand to) try again
until they are happy with their performance rather
than have another student or teacher tell them how
to do it. So they are learning to be better at it by
doing it. This hasnt seemed to follow gender
scripts though both boys and girls do this.

Vygotsky Vygotskys theory focuses on how


social interactions help develop cognitive skills in
children. How the children interact within their
own family and household will affect how they
learn at home and how they interact with teachers
and classmates and learn at school. He says
children are likely to follow examples of behavior
they see in adults of the same gender. So this helps
to explain why we see gender scripts of boys being
more aggressive and competitive.

Piaget Piagets theory has specific development


stages that each child goes through. He says that
all children go through the stages in the same order
but not at the same ages. Each stage may be
different for girls and for boys since boys and girls
develop differently. This would be the easiest
theory to see gender scrips and strategies. Some of
the students at Ridgeway are probably still in the
preoperational stage, and many are at the concrete
operational stage, which means they are more
aware of gender differences and roles. The ones
who have reached the concrete operational stage
are more likely to think about how other students
might think and feel and be aware of their feelings.
How they handle that can follow gender scripts,
with girls being more likely to try to include
someone who is being left out.
Journal Table Three
Name: Allison Hovel