Author(s): Sadker, Myra; Sadker, David
Title: Failing at Fairness: How America's Schools Cheat Girls.
Year: 1994
Abstract:
Drawing on findings from 20 years of research on sexism in American
classrooms,
this book examines the history of women's education and its
shortcomings. The
hidden curriculum, the effect of gender bias on self-esteem, test
results, and
professional orientation of girls from primary education through college
were
examined through naturalistic observation. The results suggest that
girls are
systematically denied opportunities in areas where boys are encouraged
to excel,
often by well-meaning teachers who are unaware that they are
transmitting sexist
values. Girls are taught to speak quietly, to defer to boys, to avoid
math and
science, and to value neatness over innovation, appearance over
intelligence.
In the early grades, girls, brimming with intelligence and potential,
routinely
outperform boys on achievement tests, but by the time they graduate from
high
school they lag far behind boys--a process of degeneration that
continues into
adulthood. The subtle and often inadvertent sexism by even
well-intentioned people
contributes to an environment that ultimately negatively impacts the
healthy development
of many girls. This book, by describing how adults "fail in fairness,"
gives suggestions
on what must be done to make schools serve all children better. A list
of over
250 recommended books with strong female characters is included. (AA)
Document Number: ED386268
Author(s): Sadker, Myra; Sadker, David
Title: Ensuring Equitable Participation in College Classes.
Journal: New Directions for Teaching and Learning; No. 49 (Teaching
for Diversity)
p49 56 Spr 1992
Year: 1992
Abstract:
Research reveals striking differences in college classroom
participation patterns
across gender, race, and ethnicity. Trained faculty can change these
patterns.
An American University experimental equity training program
illustrated that
trained faculty (n=23) were 38 percent more interactive than the
control group,
giving more precise feedback to all students. Instructional techniques
are discussed.
(Author/MSE)
Document Number: EJ443233
Author(s): Sadker, David; Sadker, Myrna
Title: The Cost of Sex Bias in Schools and Society. The Report Card
#1. Updated
Edition.
Year: 1989
Abstract:
The losses that both girls and boys suffer because of sex bias in
society and
in education are summarized in this report. For both girls and boys,
statements
based on research in these fields are listed in the academic,
psychological
and physical realms, and career and family relationships. (53
endnotes) (DB)
Document Number: ED329473
Author(s): Sadker, David; Sadker, Myrna
Title: The Cost of Sex Bias in Schools and Society. The Report Card
#1. Updated
Edition.
Year: 1989
Abstract:
The losses that both girls and boys suffer because of sex bias in
society and
in education are summarized in this report. For both girls and boys,
statements
based on research in these fields are listed in the academic,
psychological
and physical realms, and career and family relationships. (53
endnotes) (DB)
Document Number: ED329473
Author(s): Sadker, David; Sadker, Myrna
Title: The Intellectual Exchange: Excellence and Equity in College
Teaching.
Year: 1988
Abstract:
This report focuses on pedgagogical technique within the context of
the rapid
expansion and demographic changes in college and university
enrollments and
how, coupled with budgetary entrenchment, these forces have left
institutions
of higher education dedicated to providing quality education in a
state of crisis.
Teaching is seen to be the key factor responsible for student learning
and satisfaction
with college, and the use of a teaching method called the interactive
classroom
is suggested as an appropriate methodology for raising educational
quality and
satisfaction for both teachers and students. The pedagogical cycle of
the interactive
classroom, consisting of four stages, and the benefits derived from
each are
described and discussed. The first stage, the introduction, is
outlined and
includes an illustrative example of such a segment from a freshman
history class.
This is followed by a similar analysis of the second stage: the
questioning
process by the instructor to the students. Third, the student response
stage
of the interactive classroom is discussed. Finally, the instructor's
response,
or feedback, is examined. The paper concludes with recommendations for
improving
the quality and raising the importance of the teaching profession.
(GLR)
Document Number: ED329156
Author(s): Sadker, Myra; Sadker, David
Title: Equity and Excellence in Education Reform: An Unfinished
Agenda.
Year: 1988
Abstract:
This paper argues that the recent wave of school reform literature has
neglected
females, thereby threatening to close already narrowing windows of
opportunity
for their advanced education beyond high school. A line-by-line
content analysis
of 138 articles on educational reform published in nine influential
professional
journals between 1983 and January 1987, showed that the educational
reform movement
largely ignores issues of gender equity, and that males far outnumber
females
in authorship and in depiction in photos and illustrations. The report
concludes
by making the following recommendations to enhance equity in
education, which
the Excellence in Education movement ignores: (1) Classroom
interaction between
teachers and students must include more minority and female
participation. (2)
Curriculum content must address the academic problem areas that have
historically
plagued female students, chiefly in mathematics and science, in the
same ways
that remedial reading programs have traditionally been programmed for
males.
(3) Understanding why females and minority groups score lower than
white males
on standardized tests despite higher report card grades requires
research. (4)
Career counseling reform is needed to avoid course and career
segregation and
stereotyping. (5) The recruitment and retention of females in
educational leadership
positions will ensure supervision sensitive to the negative outcomes
of gender
bias in our nation's schools. (JAM)
Document Number: ED302960
Author(s): Sadker, David; Sadker, Myrna
Title: The Intellectual Exchange: Excellence and Equity in College
Teaching.
Year: 1988
Abstract:
This report focuses on pedgagogical technique within the context of
the rapid
expansion and demographic changes in college and university
enrollments and
how, coupled with budgetary entrenchment, these forces have left
institutions
of higher education dedicated to providing quality education in a
state of crisis.
Teaching is seen to be the key factor responsible for student learning
and satisfaction
with college, and the use of a teaching method called the interactive
classroom
is suggested as an appropriate methodology for raising educational
quality and
satisfaction for both teachers and students. The pedagogical cycle of
the interactive
classroom, consisting of four stages, and the benefits derived from
each are
described and discussed. The first stage, the introduction, is
outlined and
includes an illustrative example of such a segment from a freshman
history class.
This is followed by a similar analysis of the second stage: the
questioning
process by the instructor to the students. Third, the student response
stage
of the interactive classroom is discussed. Finally, the instructor's
response,
or feedback, is examined. The paper concludes with recommendations for
improving
the quality and raising the importance of the teaching profession.
(GLR)
Document Number: ED329156
Author(s): Sadker, Myra; Sadker, David
Title: Sexism in the Classroom: From Grade School to Graduate
School.
Journal: Phi Delta Kappan; v67 n7 p512 5 Mar 1986
Year: 1986
Abstract:
Describes a study of classroom interaction conducted between 1980 and
1984.
Findings include male students are given more attention in classrooms,
educators
are unaware of the impact of this bias, brief training can eliminate
sex bias
from the classroom, and increasing equity in the classroom increases
teacher
effectiveness. Includes 10 references. (MD)
Document Number: EJ334253
Author(s): Sadker, Myra; Sadker, David
Title: Sexism in the Classroom.
Journal: Vocational Education Journal; v60 n7 p30 2 Oct 1985
Year: 1985
Abstract:
Describes results of a study of over 100 elementary and secondary
school classrooms
that analyzed how teachers interacted with boys and girls. At all
grade levels
and in all subject areas, researchers found that male students had
more opportunity
to interact in classrooms. (CT)
Document Number: EJ337094
Author(s): Sadker, David; Sadker, Myra
Title: Is the O.K. Classroom O.K.?
Journal: Phi Delta Kappan; v66 n5 p358 61 Jan 1985
Year: 1985
Abstract:
Findings from a three-year study found classroom interactions between
teachers
and students short on both quality and equality. Teachers need
training in the
importance of precise reactions, equitably delivered. (MD)
Document Number: EJ311711
Author(s): Sadker, David; And Others
Title: Teacher Reactions to Classroom Responses of Male and Female
Students.
Year: 1984
Abstract:
The 3-year research and development project described in this paper
was conducted
(1) to develop new knowledge about sex equity in classroom
interactions, and
(2) to develop successful techniques for reducing or eliminating
sex-biased
interaction. Two interventions were developed to train teachers in
more equitable
instructional behaviors. In the Washington, D.C., metropolitan area,
teachers
from fourth-, sixth-, and eighth-grade classrooms were trained
according to
an intervention based on a microteaching model. In New England,
teachers of
the same grades participated in a training intervention based on a
collegial
problem-solving model. A comparable group of teachers composed the
control group.
Overall, the sample consisted of 102 classrooms located in six school
districts.
All classrooms were observed for 45-minute periods of active
interaction by
raters trained in the Interactions for Sex Equity in Classroom
Teaching Observation
System (INTERSECT). Primary analysis of observational data focused on
the nature
of interaction patterns and the distribution of interaction between
male and
female students. In the second phase, differences in teacher
interaction with
boys and girls across treatment groups were examined. Statistically
significant
differences among conditions and between male and female students were
consistent
across all approaches to data analysis. (A summary describes selected
findings
about general characteristics of classroom interaction and about bias
reflected
in classroom interaction and treatment and control differences. The
INTERSECT
observation form is also appended.) (RH)
Document Number: ED245839
Author(s): Sadker, David; And Others
Title: Sex Equity and Special Education.
Journal: Pointer; v26 n1 p33 8 Fall 1981
Year: 1981
Abstract:
The academic, psychological, physical, career, and family effects of
sex bias
in the schools are noted; four patterns of sex bias in teacher-student
interaction
are described; and change strategies, including analyzing class
videotapes to
determine interaction patterns with each sex, are suggested. (CL)
Document Number: EJ259678
Author(s): Sadker, David; Sadker, Myra
Title: Exploding Zepezauer's Mini-Mind-Field.
Journal: Phi Delta Kappan; v63 n4 p272 3 Dec 1981
Year: 1981
Abstract:
The authors criticize Frank Zepezauer's article in the same issue,
arguing that
changes in educational opportunities for women have already shown
positive results
and are founded in a commitment to democratic values. (Author/WD)
Document Number: EJ255108
Author(s): Sadker, Myra; Sadker, David
Title: The Development and Field Trial of a Non-Sexist Teacher
Education
Curriculum.
Journal: High School Journal; v64 n8 p331 6 May 1981
Year: 1981
Abstract:
Because a content analysis of 24 leading teacher education texts
revealed little
attention to sexism, the Non-Sexist Teacher Education Program (NSTEP)
developed
six units on sexism in education and field tested them at 27 schools
of education.
Results are discussed. (Part of a theme issue on women.) (SJL)
Document Number: EJ246569
Author(s): Sadker, Mira Pollack; Sadker, David Miller
Title: Sexism in Teacher-Education Texts.
Journal: Harvard Educational Review; v50 n1 p36 46 Feb 1980
Year: 1980
Abstract:
A content analysis of 24 of the most widely used preservice teacher
education
textbooks was conducted in the following areas: sexism, sex
differences, women's
contributions, and total text content accorded to each sex. Findings
indicated
that these texts are characterized by omission and imbalance.
Recommendations
are made for future text development. (Author/SK)
Document Number: EJ224893
Author(s): Sadker, Myra Pollack; Sadker, David Miller
Title: Beyond Pictures and Pronouns. Sexism in Teacher Education
Textbooks.
Year: 1979
Abstract:
The content of current teacher education textbooks was analyzed in
regard to
the attention paid to contributions of women to society, recognition
and discussion
of sexism, and sex stereotypes. Also presented are measures teacher
educators
need to take to rectify potential inaccuracy and imbalance in the
textbooks
they use. Biased attitudes were present in texts on foundations of
education,
social studies methods, mathematics and science methods, language
arts, and
educational psychology. Texts analyzed are identified by author's
name. Appended
is a section on racial and ethnic minorities and a selected
bibliography on
sexism in education. (JD)
Document Number: ED186412
Author(s): Sadker, Myra; Sadker, David
Title: Beyond Pictures and Pronouns: Sexism in Teacher Education
Texts.
Year: 1979
Abstract:
A research study in which 24 leading preservice teacher education
textbooks
are examined for degree of sex equity reveals a predominant attitude
of imbalance
and omission towards the role and contribution of females in American
society
and education. The textbooks are content analyzed for space allocation
and treatment
of sexism, sex differences characteristic in a learning environment,
experiences
and achievements of women, and total amount of text content awarded to
males
and females. Areas considered are general teacher preparation,
psychology of
education, foundations of education, and instructional methods for
teaching
social studies, reading and language arts, mathematics, and science.
Recommendations
are offered for unbiased textbook development. A list of the specific
texts
examined is included. (LH)
Document Number: ED179498
Author(s): Sadker, Myra; Sadker, David
Title: The Teacher Educator's Role. Implementing Title IX and
Attaining Sex
Equity: A Workshop Package for Postsecondary Educators. Outline and
Participants'
Materials for Application Sessions for Teacher Educators.
Year: 1978
Abstract:
This 2-day workshop package was developed to address the needs of
teacher educators
with regard to Title IX and sex equity. The role of teacher educators
in reinforcing
sex fairness and in eliminating sex bias in teacher education
curricula and
in the classroom is the focus of the workshop. The workshop begins
with a consideration
of the need and rationale for Title IX. Title IX regulations and
grievance procedures
are reviewd, followed by an examination of the application of the
Title IX regulations
and sex equity principles to the job functions of various groups of
education
personnel. Also presented is an overview of the change process and an
opportunity
for participant action planning related to Title IX compliance and the
achievement
of sex equity. Specifications of the population, objectives, and
instructional
materials are outlined for each of the workshop's two sessions. The
first session
addresses the subject of preparing teachers to analyze and alleviate
sex bias
in instructional materials. The session includes discussions on
assessing elementary,
secondary, and teacher education textbooks for biased wording and
attitudes
and provides guidelines for forming a curricular response to
sex-biased materials.
The second session covers the topic of forms of sex bias in
instructional procedures
and in teacher education classrooms. Affirmative teaching strategies
to eliminate
bias are presented. Ways of alleviating sexism through institution
building
and scholarship are discussed. Sample worksheets and activity forms
are included
in the workbook. (JD)
Document Number: ED222466
Author(s): Sadker, David
Title: Being a Man: A Unit of Instructional Activities on Male Role
Stereotyping.
Year: 1977
Abstract:
These instructional activities are designed for teachers to use with
junior
high students. They serve as a brief yet practical introduction to the
issue
of sexism as it affects men. The first section provides background
information
about the issue of male sex role stereotyping. It is for the teacher's
use only.
It describes the techniques society employs to instill sex-typed
behavior, the
characteristics of the male stereotype, and the high cost of this
masculine
mystique. The second section contains classroom strategies and lesson
plans
intended to help students identify, analyze, and evaluate the male
role stereotype
and sex role stereotyping in general. When students become aware of
how society
channels them into sex role stereotypes, they will be better prepared
to make
independent decisions about the lifestyles and goals they wish to
pursue based
on their own values, interests, and abilities. It is important to note
that
the male stereotype discussed in these materials is characteristic of
white,
mainstream, United States culture. (Author)
Document Number: ED153123
Author(s): Sadker, David; And Others
Title: Death--A Fact of Life in Children's Literature
Journal: Instructor; v85 n7 p75 84 1976
Year: 1976
Abstract:
Thanks to authors who are aware that death is an issue which must be
addressed,
an effective introduction to death education is now available in the
pages of
children's literature. Article discussed children's books that can
help them
accept death's inevitability and gain a richer, more intense
appreciation of
the value and the wonder of being alive. (Author/RK)
Document Number: EJ138856
Author(s): Sadker, Myra; Sadker, David
Title: Microteaching for Affective Skills
Journal: Elementary School Journal; v76 n2 p90 9 1975
Year: 1975
Abstract:
The effectiveness of microteaching as a method of training student
teachers
in human relations skills is assessed. (BRT)
Document Number: EJ133092
Author(s): Sadker, Myra; Sadker, David
Title: Preparing Teachers to Confront Sexism in Schools: A
Competency-Based
Approach
Journal: Clearing House; v49 n2 p57 62 1975
Year: 1975
Abstract:
In this article performance based teacher education was discussed as
the method
for providing teachers with the competencies needed for reducing and
eliminating
sexist practices in their classrooms. (Author/RK)
Document Number: EJ130475
Author(s): Sadker, David
Title: The Feminist Movement: Not for Women Only
Journal: Journal of Teacher Education; v26 n4 p313 5 1975
Year: 1975
Document Number: EJ128669
Author(s): Sadker, David; Sadker, Myra
Title: Two Graduates Remember the Revolution at UMass. The UMass
Mess, Continued...
Journal: Phi Delta Kappan; v57 n1 p32 1975
Year: 1975
Document Number: EJ122534
Author(s): Sadker, Myra; Sadker, David
Title: Sexism in Education: Reality and Response.
Year: 1974
Abstract:
This discussion of sexist practices in classrooms throughout the
country focuses
on the concept of performance-based teacher education as one approach
to the
elimination of sex bias. Research indicates that female students
undergo a loss
of academic ability and sense of self-esteem as they progress through
school.
Male students also respond to sexist practices in education. This
paper identifies
and delineates competencies to be included in programs of teacher
education
in an effort to eliminate classroom bias. Suggested competencies fall
into four
categories: (1) awareness, (2) clarification, (3) classroom behaviors,
and (4)
professional and societal behaviors. Competencies must be designed to
confront
and eliminate such debilitating practices as sex bias or they will not
be worth
the modules into which they are incorporated. (Author/EK)
Document Number: ED092839
Author(s): Sadker, Myra; Sadker, David
Title: Sexism in Schools: An Issue for the '70's
Journal: Journal of the NAWDAC; v37 n2 p69 74 1974
Year: 1974
Abstract:
This paper discusses schools as a precipitating factor in the lowering
of academic
potential and self-esteem in female students. Several aspects of the
schools
are considered, including curriculum, staffing patterns, and nonverbal
cues.
(RP)
Document Number: EJ092418
Author(s): Sadker, David; And Others
Title: Clarifying Sexist Values
Journal: Social Education; v37 n8 p 756 60 1973
Year: 1973
Abstract:
A variety of practical value clarification strategies are presented
which can
be a crucial element in a teacher preparation program designed to help
teachers
confront sexist values. (Author)
Document Number: EJ088657
Author(s): Sadker, David
Title: Dimensions of the Elementary School Environment: A Factor
Analytic
Study
Journal: Journal of Educational Research; v66 n10 p441 2, 465 1973
Year: 1973
Abstract:
The present study is designed to find the dimensions of the elementary
school
environment and has generated an instrument, the revised Elementary
School Environment
Survey, which measures elementary school environments along specific
dimensions.
(Author/RK)
Document Number: EJ082254
Author(s): Sadker, David; And Others
Title: Elementary School- through Children's Eyes
Journal: Elementary School Journal; v73 n6 p289 96 1973
Year: 1973
Abstract:
This article presents the findings of a large-scale educational survey
on pupil
perception of their school environment and suggests how teachers and
administrators
can assess the environmental climate in their own schools. (Author/RK)
Document Number: EJ075766
Author(s): Sadker, David; Sinclair, Robert L.
Title: Identifying the Dimensions of Environmental Press at the
Elementary
School Level: A Factor Analysis of Beta Press.
Year: 1972
Abstract:
This document gives a detailed report of the advancement of an
instrument for
assessing the elementary school educational environment of young
children. Fifty-four
public elementary schools (grades K-6) in Massachusetts were randomly
selected.
Educational environment was assessed in the sampled schools by having
5,412
fifth- and sixth-grade students respond to two forms of the Elementary
School
Environment Survey (ESES) consisting of 40 statements each concerning
conditions
and happenings characteristic of elementary schools. Students were
asked to
respond to each statement in ESES as a true or false description of
their elementary
schools. These responses were subjected to factor analysis and rotated
along
oblique axes. Six emerging factors were reviewed by 12 judges and
contextually
named: alienation, humanism, autonomy, morale, opportunism, and
resource. A
procedure for assessing environments and ways in which environmental
information
might be used are suggested. A 14-item bibliography is included.
(Related document
SP 005 827.) (Author/MJM)
Document Number: ED066431
Author(s): Cooper, James M.; Sadker, David
Title: Current Trends in Teacher Education Curriculum
Journal: Journal of Teacher Education; v23 n3 p312 7 1972
Year: 1972
Document Number: EJ066108
Author(s): Sadker, David; Sinclair, Robert L.
Title: Dimensions of the Elementary School Educational Environment:
A Factor
Analytic Study.
Year: 1972
Abstract:
This document reports on the advancement of an instrument for
assessing the
elementary school educational environment of young children.
Fifty-four public
elementary schools (K-6) in Massachusetts were randomly selected.
Educational
environment was assessed in the sampled schools by having 5,412 fifth
and sixth
grade students respond to two forms of the Elementary School
Environment Survey
(ESES) consisting of 40 statements each concerning conditions and
happenings
characteristic of elementary schools. Students were asked to respond
to each
statement in ESES as a true or false description of their elementary
schools.
These responses were subjected to factor analysis and rotated along
oblique
axes. Six emerging factors were reviewed by 12 judges and contextually
named:
a) alienation, b) humanism, c) autonomy, d) morale, e) opportunism,
and f) resource.
A procedure for assessing environments and ways in which environmental
information
might be used are suggested. A 14-item bibliography is included.
(Author/MJM)
Document Number: ED065493
Author(s): Sadker, Myra; Sadker, David
Title: Sexual Discrimination in the Elementary School
Journal: National Elementary Principal; v52 n2 p41 5 1972
Year: 1972
Document Number: EJ062842
Author(s): Sadker, David; Cooper, James M.
Title: Matrix Models in the Social Sciences: Response to the
Knowledge Explosion
Journal: Social Studies; v63 n4 p155 9 1972
Year: 1972
Abstract:
Constructing a matrix model not only offers the teacher a theoretical
and practical
method for organizing his own knowledge about a topic, but provides a
vehicle
for the student to cope with contemporary knowledge explosion in a
realistic
and sophisticated manner. (Author)
Document Number: EJ056775
Author(s): Sadker, David; Sadker, Myra
Title: Nepotism: A Cause for Concern
Journal: Phi Delta Kappan; v53 n6 376 7 1972
Year: 1972
Document Number: EJ050272
Not
here? Perhaps you are looking for Mira Sadker.
Copyright © 1996, ISTE (International Society for Technology
in Education).
All rights reserved.
