ERIC Number: ED414000
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Count Me In: Gender Equity in the Primary Classroom.
Mullen, Judy Kwasnica
This handbook combines gender equity theory with practical strategies and resources. It was designed to assist teachers and parents of primary-age children in their efforts to create a gender-equitable learning and growing environment. Part 1, "Gender Equity in the Primary Classroom," introduces and explains topics such as socialization of gender roles, children's conception of gender, school climate, equity issues in curriculum, and empowerment. It provides the reader with a quick knowledge base of gender equity. Part 2, "Strategies," provides over 200 strategies on how to incorporate gender equity into the everyday happenings of the classroom. Areas of curriculum such as special days, social studies, art, music, physical education, mathematics, literature, and activity centers have been highlighted to provide entry points for gender equity. Part 3, the "Annotated Bibliography," provides information on over 260 children's books which promote gender equity. Each book has been assigned a suggested grade level from junior kindergarten to grade 3. Books are categorized into themes such as families, women in history, boys in nurturant role, men in non-traditional roles, women and technology, active girls, women in non-traditional roles, elderly men and women, role reversals, folk tales, human values and feelings, sexuality, and anti-homophobia. (Contains 38 references.) (AA)
Descriptors: Academic Achievement, Classroom Environment, Classroom Techniques, Educational Change, Educational Practices, Elementary School Curriculum, Equal Education, Foreign Countries, Primary Education, Sex Bias, Sex Differences, Sex Fairness, Sex Stereotypes, Socialization, Teacher Attitudes
Green Dragon Press, 135 George Street South, Suite 902, Toronto, Ontario, Canada M5A 4E8; phone/ fax: 416-360-6006 ($20 Canadian, plus shipping and handling).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A