ERIC Number: ED405330
Record Type: RIE
Publication Date: 1997
Gender Equity and the Inclusive Classroom: Working Together.
This paper is composed of three sections: "A Brief History"; "A Litany of Transgressions"; and "A Quest for Egalitarianism: Strategies and Techniques for Fairness in Inclusive Classrooms." In the first section, projects and resources are mentioned as data that chronicle the legacy of gender inequity. The second section provides a list of documented inequities in basic education and in careers. The third section presents strategies invoked by teacher educators in methods courses at Neumann College (Pennsylvania). The objectives of these courses are to introduce issues in gender equity to preservice education majors and to enable student teachers to develop and introduce strategies to achieve gender equity in inclusive basic education classrooms. Some examples of such strategies are: using four approaches (the contributions approach, the additive approach, the transformation approach, and the social action approach); a class project in reconciling gender equity with the Pennsylvania State Board of Education instructional mandates; preparation of mini-lessons using the National Council for the Social Studies Standards of Excellence; the Four-Stage Rocket activity, so called because it is designed to propel its participants toward effective communication. Student teacher guidelines for fairness in classroom management are included. (Contains 14 references.) (JLS)
Descriptors: Classroom Environment, Classroom Techniques, Elementary Secondary Education, Females, Gender Issues, Higher Education, Inclusive Schools, Mainstreaming, Methods Courses, Preservice Teacher Education, Sex Bias, Sex Discrimination, Sex Fairness, Student Teachers, Teacher Education Curriculum, Teacher Educators, Teacher Responsibility, Teacher Student Relationship, Teaching Methods
Publication Type: Speeches/Meeting Papers; Information Analyses; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (49th, Phoenix, AZ, February 26-March 1, 1997).