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
Teenage Perspectives On The Black Experience In America: An inside look at a groundbreaking high school course revealing the untold thoughts of students on the Black experience
Dark Psychology & Manipulation: Discover How To Analyze People and Master Human Behaviour Using Emotional Influence Techniques, Body Language Secrets, Covert NLP, Speed Reading, and Hypnosis.
Raising Mentally Strong Kids: How to Combine the Power of Neuroscience with Love and Logic to Grow Confident, Kind, Responsible, and Resilient Children and Young Adults
Empath: The Survival Guide For Highly Sensitive People: Protect Yourself From Narcissists & Toxic Relationships. Discover How to Stop Absorbing Other People's Pain