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ERIC Number: ED176738
Record Type: RIE
Publication Date: 1978
Pages: 8
Abstractor: N/A
Reference Count: 0
Promoting Educational Equity through School Libraries. Module 3: Sex-Fair Instructional Materials.
Nilsen, Alleen Pace; Tyler, Karen Beyard
The sex-fair characteristics which school librarians and media specialists should look for in the content, language, and illustrations when selecting instructional materials are described in this third learning module of an inservice continuing education program. Recommended criteria for selection include the portrayal of approximately equal numbers of males and females as competent participants in the working world and in the home, as people having a wide range of behavioral traits, and as people making significant contributions to civilization. Indications of sex-fair language in school materials are listed as follows: (1) the use of masculine pronouns only when males are referred to, (2) use of neuter generic terms in preference to masculine generic terms, (3) use of neuter occupational titles, and (4) the exclusion of preventable sexist stereotyping. Similarly, sex-fair illustrations are said to be those which depict realistic percentages of males and females, symbolization without stereotyping, awareness of body language, non-sexual grouping, non-sexist sizing and coloration, and clothing appropriate to the task in which people are engaged. Further criteria are presented for identifying material which will counterbalance sexist materials more strongly. Exercises for this module are included in the accompanying activity book. (FM)
edc/weeap Distribution Center, 39 Chapel Street, Newton, Massachusetts 02160 (this item $0.25, complete set of materials $4.75. Checks should be made payable to: Education Development Center)
Publication Type: Guides - Classroom - Learner
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Education (DHEW), Washington, DC. Women's Educational Equity Act Program.
Authoring Institution: Arizona State Univ., Tempe.
Identifiers: N/A
Note: For related documents, see IR 007 677-683