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ERIC Number: ED233948
Record Type: RIE
Publication Date: 1983-Apr
Pages: 18
Abstractor: N/A
Reference Count: 0
An Interactive Approach to Infusing Equity: A Teacher Model.
Schubert, Jane G.
Results of five demonstration programs funded by the Women's Educational Equity Act in school districts throughout the United States are described. Demonstration sites were the Reidsville (North Carolina) City School System, Quincy (Massachusetts) Public Schools, Lincoln County (Oregon) School System, Tucson (Arizona) Unified School District, and Broward County (Florida) School District. The programs emphasized a teacher-focused approach to change. They employed an interactive approach to the design and implementation of the project, worked toward integration of sex equity into the existing educational programs, and fostered self-reliance designed to sustain sex equity when federal support ended. Evaluation of the programs consisted of standardized measures, classroom observations, teacher interviews and surveys, case studies, and evaluations of training sessions by participants. Changes occurred on three levels. One, teachers directly incorporated an activity into a lesson previously written. For example, they conducted a discussion of words that link gender to occupation and identified how traditional division of labor for household chores might be changed. Two, teachers expanded an idea or developed a spinoff activity, such as adding a discussion of women not included in a history text. Three, original plans based on non-textbook sources were used. Most teachers believed that as a result of the project they had acquired a new, heightened, and more informed awareness of the pervasiveness of gender stereotyping, bias, and discrimination. (KC)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Identifiers: Womens Educational Equity Act
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 1983). For a related document, see SO 014 957.