Special Online Issue
 |
Edited by Diane McGrath |
formerly Journal of Research on Computing in Education
Volume 28 Number 5 Summer 1996
Using Email Within a Classroom Based on Feminist Pedagogy,
References Sadker,
M
Alice Atkinson Christie
Arizona State University, West
Publications
Mira Sadker
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; And Others
Title: Gender Equity in the Classroom: The Unfinished Agenda.
Journal: College Board Review; n170 p14 21 1993 94
Year: 1994
Abstract:
The legacy of gender inequity in education continues underneath an
appearance
of equal access. In elementary school, girls perform better than boys
in most
areas, but their test scores decline steadily through college. Females
continue
to be excluded in the classroom, in textbooks, and in extracurricular
activities.
Strategies for change are offered. (MSE)
Document Number: EJ481712
Author(s): Sadker, Myra; And Others
Title: Fair and Square: Creating a Nonsexist Classroom.
Journal: Instructor; v102 n7 p44 6, 67 8 Mar 1993
Year: 1993
Abstract:
Explains how teachers can identify and correct sexist classroom
practices. Teachers
strive for fairness, but even those deeply concerned about gender
equality tend
to interact differently with boys and girls, with profound effects on
children's
self-esteem, academic interests, and ability to become independent,
assertive
thinkers. (SM)
Document Number: EJ467937
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, Myra; And Others
Title: Gender Equity and Educational Reform.
Journal: Educational Leadership; v46 n6 p44 7 Mar 1989
Year: 1989
Abstract:
A review of the literature and a survey of practitioners' views show
that the
educational reform movement has done little to promote educational
equity or
to close the gender achievement gap. (Author/TE)
Document Number: EJ385279
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, Myra; And Others
Title: Sex, Sexism, and the Preparation of Educators.
Journal: Peabody Journal of Education; v64 n4 p213 24 Sum 1987
Year: 1987
Abstract:
Findings from 43 in-depth interviews with college students about sex
and sexism
in school are reported. Implications for teacher and administrator
preparation
are discussed. (IAH)
Document Number: EJ401660
Author(s): Sadker, Myra; And Others
Title: Abolishing Misperceptions About Sex Equity in Education.
Journal: Theory into Practice; v25 n4 p219 26 Aut 1986
Year: 1986
Abstract:
Three misperceptions about sex equity in education are examined:
(1)educational
equity and excellence are not compatible; (2) women's equity diverts
resources
from other needs; and (3) sex equity has been achieved. Since most
teachers
are women, educators concerned with a predicted teacher shortage
should not
dismiss sex equity issues as inconsequential. (MT)
Document Number: EJ344657
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, Myra
Title: Sex Bias in Colleges and Universities. The Report Card #2.
Year: 1983
Abstract:
Research concerning the status of college students and college faculty
at U.S.
colleges and universities is summarized in a large chart (17 by 22
inches).
Patterns in the college curriculum and instruction are also reviewed.
The information
reflects many positive changes for women in postsecondary education.
It also
shows that, more than a decade after the passage of Title IX of the
Education
Amendments of 1972, sex bias still pervades college and university
life. Facts
include the following: the typical rank for a female faculty member is
that
of untenured instructor; affirmative action policies have not
significantly
increased the percentage of women on higher education faculties; the
salary
gap between female and male faculty continues to widen; in the early
1980s,
women make up the majority of the postsecondary student population;
women earn
about half the bachelor's and master's degrees awarded each year, one
third
of the doctoral degrees, and one quarter of the professional degrees;
many women
attend college on a part-time and reentry basis; and content analysis
studies
demonstrate that many postsecondary texts continue to stereotype male
and female
roles and exclude women from the narrative and content. (SW)
Document Number: ED250980
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; And Others
Title: Sex Equity in Teacher Preparation: A Priority for the
Eighties.
Journal: Journal of Teacher Education; v31 n3 p4 5 May Jun 1980
Year: 1980
Abstract:
The role of the teacher educator in eliminating sex bias in the
schools is discussed.
Limited resource availability to fulfill this role is noted. (JD)
Document Number: EJ231152
Author(s): Sadker, Myra P.; And Others
Title: The One-Percent Solution? Sexism in Teacher Education Texts.
Journal: Phi Delta Kappan; v61 n8 p550 3 Apr 1980
Year: 1980
Abstract:
Over 95 percent of 24 of the most widely used teacher education
textbooks devote
less than one percent of book space to the issue of sexism.
(Author/IRT)
Document Number: EJ219585
Author(s): Sadker, Myra Pollack; And Others
Title: Sex Bias in Reading and Language Arts Teacher Education
Texts.
Journal: Reading Teacher; v33 n5 p530 7 Feb 1980
Year: 1980
Abstract:
Notes that most textbooks used in teacher education classes fail to
discuss
adequately the issues of sex equity, sex bias, sex differences, and
the social
contributions of women. Offers a list of resources for providing sex
equity
in education. (RL)
Document Number: EJ225360
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, Myra; And Others
Title: The Development of Affective Skills: New Directions for
Microteaching
Journal: Journal of Humanistic Psychology; v17 n4 p59 68 1977
Year: 1977
Abstract:
Reports on the development and field testing of a program to prepare
teachers
in interpersonal skills. In this program eight affective or
interpersonal skills
that could be utilized by classroom teachers were identified. These
skills were
organized in a microteaching format, each described in writing and
modeled on
videotape. (Editor/RK)
Document Number: EJ171048
Author(s): Sadker, Myra
Title: A Student Guide to Title 9.
Year: 1976
Abstract:
This booklet was developed to assist education agencies and
institutions in
ensuring compliance with Title 9 of the Education Amendments of 1972.
The elimination
of sex discrimination in policies and practices relating to the
admission and
treatment of students and the operation of student programs is one of
the requirements
of Title 9. The Regulation to implement Title 9 requires that students
be notified
of their rights under this law and that grievance procedures be
provided for
the handling of student complaints of discrimination. This booklet is
to inform
students of their rights and responsibilities under Title 9; it may be
used
by education agencies and institutions as one means of policy
notification related
to Title 9 compliance. Topics covered include student rights and
responsibilities
in such areas as athletics, vocational education, married or pregnant
status
and financial aid. (Author/BP)
Document Number: ED142928
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, Myra
Title: Sexism in Schools
Journal: Journal of Teacher Education; v26 n4 p317 22 1975
Year: 1975
Document Number: EJ128671
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; Cooper, James
Title: Increasing Student Higher-Order Questions
Journal: Elementary English; v51 n4 p502 7 1974
Year: 1974
Document Number: EJ099333
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, Myra
Title: School against boys! School against girls!
Journal: Instructor; v82 n7 p92 9 1973
Year: 1973
Abstract:
Discusses the interaction, beyond the normal instructional scope, of
elementary
school students and their teachers with the emphasis on sex role
behavior, reward
seeking, and the differences in learning problems of boys and girls.
(RK)
Document Number: EJ073840
Author(s): Sadker, Myra; Cooper, James
Title: Modification of the Frequency of Student-Initiated, Higher
Order Questions
Through Microteaching and a Token Economy.
Year: 1972
Abstract:
The purpose of this research was to analyze the effects of a teaching
methodology
on the question-asking behavior of elementary school children. A fifth
grade
social studies class was chosen as the site of this experiment. The
teacher,
aided by two interns, divided the class of 24 into three equal groups.
The group
controlled by the teacher was chosen as the subject of this
experiment. Four
of the eight students were selected for training in the asking of
higher-order
questions. The four selected students were presented with instruction
and training
in higher-order question asking through the microteaching procedure.
The higher-order
question-asking behavior of these four students was then reinforced in
their
social studies classroom through token economy. The five phases of the
experiment
were a) baseline-analysis of classroom interaction during the social
studies
class, b) microteaching, c) reinforcement, d) no
consequation-termination of
reinforcement, and e) reinforcement-reinstatement of reinforcement.
The results
of this study indicate that students can be trained to increase
higher-order
question asking through the independent variable manipulations put
into effect
in this experiment. A 26-item bibliography is included. (MJM)
Document Number: ED065468
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, Myra
Title: Are You Guilty of Teaching Sex Bias?
Journal: Instructor; v82 n1 p80 1 1972
Year: 1972
Abstract:
Author provides a checklist for teachers and administrators to make
them aware
of their prejudices. (MB)
Document Number: EJ061383
Author(s): Sadker, Myra; Cooper, James M.
Title: What Do We Know About Microteaching?
Journal: Educational Leadership; v29 n 6 p547 51 1972
Year: 1972
Abstract:
Although there is not much data on microteaching because it has been
in use
only nine years, the available data indicates that it is very
effective for
teacher training courses. Bibliography. (AF)
Document Number: EJ054703
Author(s): Sadker, David; Sadker, Myra
Title: Nepotism: A Cause for Concern
Journal: Phi Delta Kappan; v53 n6 p376 7 1972
Year: 1972
Document Number: EJ050272
Author(s): Sadker, Myra
Title: Needed - A More Supportive Environment for College Women.
Year: 1970
Abstract:
This presentation discusses some of the policies which may discourage
or inhibit
female students in higher education: Insufficient day care facilities;
insufficient
quantity and quality of evening educational offerings; inflexible
transfer requirements;
and inadequate counseling for mature women who return to school. Also
discussed
are attitudes of peers and teachers which may discourage female
students by
lowering self esteem and inhibiting the motive to achieve. It is
emphasized
that years of interaction in which women pretend intellectual
inferiority take
their toll. A study is described which underscores how total and
complete is
the put down of the female ego. By the time she reaches college, the
woman's
image of the ideal female role is one devoid of high academic and
professional
success. It is suggested that colleges and universities must not
continue to
rob female students of a positive self image, but must instead provide
a structure
and an environment where women can maximize the potential inherent
within them.
(Author/BW)
Document Number: ED067585
Author(s): Sadker, Myra
Title: The Education of El Toot
Journal: Nat Elem Princ; v49 n6 p28 30 1970
Year: 1970
Abstract:
Fanciful story describing how the Grand Inquisitors of education chain
the free
and independent spirit of El Toot (heir apparent to the throne; i.e.,
symbol
of the next generation) by putting him through a Crash Educational
Pogrom. (DE)
Document Number: EJ022778
Copyright © 1996, ISTE (International Society for Technology
in Education).
All rights reserved.
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