ERIC Number: ED344954
Record Type: Non-Journal
Publication Date: 1991-Jun
Reference Count: N/A
Stalled Agenda: Gender Equity and the Training of Educators.
Vandell, Kathy; Dempsey, Scott B.
This issue brief provides an overview of the importance of providing educators with initial training and continuing professional development opportunities in gender-fair teaching. The brief describes recent research revealing that 20 years after the passage of sex discrimination in education legislation, American schools still engage in gender-biased practices. Studies show that curricula largely ignore the contributions of women, teachers have lower expectations of girls, and girls receive less attention in class. A central discussion of issues in teacher training reform includes restructuring teacher education, curriculum reform, classroom dynamics, staff development, recruitment among minorities, advancement and attrition, teacher empowerment within schools, accreditation, certification, and pay scales. A section on how different types of institutions can assist in the teacher training reform efforts describes possible roles for the Federal Government, state government, businesses, colleges and universities, education school faculty, school district administrators, and community organizations. The brief includes two side-bars. The first lists information and contact persons for five gender-fair teacher training workshops. The second lists a variety of resources, materials, and fellowships available from the American Association of University Women. One figure, two photographs, and 14 footnotes are included. (JB)
Descriptors: Classroom Techniques, Educational Change, Elementary School Teachers, Equal Education, Females, Higher Education, Minority Group Children, School Restructuring, Secondary School Teachers, Sex Bias, Sex Discrimination, Teacher Education, Teaching Methods
AAUW Sales Office, 11722 Parklawn Drive, Rockville, MD 20852 ($1.00 per copy, $7.00 minimum order).
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: American Association of Univ. Women, Washington, DC.