ERIC Number: ED348562
Record Type: RIE
Publication Date: 1988
Building Gender Fairness in Schools.
Stitt, Beverly A.; And Others
This book is designed to help educators identify and eliminate gender bias from their classrooms. It will help educators assess their own level of gender bias, determine the effects of gender bias on students and society, and provide activities for eliminating gender biases. The book is divided into two sections: readings and 11 units of instruction. Readings cover the themes of gender bias in schools, sexism in education, language fairness, teacher-student relationships, confronting sex bias, and parental influence. The 11 units each are directed toward helping teachers and prospective teachers develop competencies. Topics covered include the following: developing an awareness of the effects of gender bias, identifying personal gender biases, using gender-fair verbal and nonverbal interaction with students, identifying gender-fair curriculum materials, encouraging students to broaden their occupational choices, planning activities to recruit and retain nontraditional students, developing strategies to achieve schoolwide support for gender fairness, identifying and developing strategies to counteract societal influences and cultural myths, developing action plans to effect societal change outside the classroom, and conducting applied research to develop policies and programs to achieve gender fairness. Units include the competency to be achieved, a performance objective, a teaching process, and learning activities. Bibliographies at the end of most sections list a total of 156 references. (KC)
Descriptors: Citations (References), Competence, Competency Based Education, Curriculum Development, Educational Resources, Elementary Secondary Education, Family Influence, Females, Learning Activities, Males, Nontraditional Occupations, Sex Bias, Sex Fairness, Student Recruitment, Units of Study
Southern Illinois University Press, P.O. Box 3697, Carbondale, IL 62902-3697.
Publication Type: Books
Education Level: N/A
Authoring Institution: N/A