1. 1 Psychology 320: Gender Psychology Lecture 43

2. Office Hours Prior to the exam, I will have additional office hours. If you require assistance, please feel free to see me at any of the following times: Friday, February 5, 3:00-4:30. Monday, February 8, 3:00-5:00. Tuesday, February 9, 10:30-12:00.

3. 3 Education: 1. What factors contribute to sex differences in educational attainment? 2. Is sexual harassment common in school settings?

4. 4 What factors contribute to sex differences in educational attainment? Among the factors that advocates of the “boy crisis” have implicated in the relatively low educational attainment of males are the following:  The relatively large number of programs designed to improve the academic performance of females as opposed to males.  The preponderance of female teachers, particularly in early-education settings.

5. 5  School environments that reward characteristics associated with the female gender role and punish characteristics associated with the male gender role.  Gender role expectations that foster better “student” skills (e.g., delay of gratification) among girls than boys. More boys than girls receive referrals to special education services:

6. 6 Percent Boys Teacher referral to learning disabled program (Mirkin, 1982)80 Diagnosed with attention deficit disorder/attention deficit hyperactivity disorder (Berry, 1985) 75-86 Learning-disabled students (Lerner, 1993)72 Enrolled in learning-disabled program (K-12; Mellard & Byrne, 1993)75 Teacher referral to learning disabled program (Flynn & Rahbar, 1994)66 Diagnosed with reading disorder (APA, 1995)60-80 “Eligible for special education” (Skarbrevik, 2002)70 Enrollment in special education classes (Benjamin, 2003)60-70 Percent of Students Described as Needing Special Education Services Across Diverse Studies

7. 7  Inadequate attention to gender inequity in teacher training.  Declining confidence in academic aptitude, interest in academic achievement, and engagement in school activities across time:

8. 8 MalesFemales % Most or All of the Time: I got along well with teachers.85.091.8 I did as little work as possible; I just wanted to get by.20.89.4 I paid attention to the teacher.76.887.0 I was interested in what I was learning in class.54.865.7 I felt like an outsider or like I was left out of things at school.3.73.3 I completed my homework on time.74.086.3 % Agree or Strongly Agree: I thought that many of the things we were learning in class were useless.40.437.3 I was treated with as much respect as other students in my class.91.592.0 I had friends at school whom I could talk to about personal things.93.495.5 I liked to participate in many school activities, for example clubs, sports, drama.61.862.5 School was often a waste of time.16.610.0 People at school were interested in what I had to say.89.991.0 % 3 hours or Fewer: How many hours each week did you spend on homework outside class, during free periods and at home? 45.928.9 Indicators of High School Engagement (Statistics Canada, 2004)

9. 9 Is sexual harassment common in school settings? Sexual harassment occurs when an individual is subject to unwelcomed verbal or physical behaviour that is sexual in nature (Etaugh & Bridges, 2010). In the case of school settings: (a)the behaviour creates an intimidating, hostile, or offensive study environment. (b) submission to or rejection of the behaviour forms the basis for decisions about the student (e.g., admission, grades).

10. 10 1. Peers are more likely than school staff and faculty to perpetrate sexual harassment (Hill & Silva, 2005). 2.Males are more likely than females to perpetrate sexual harassment (AAUW, 2006). Most indicate that they engaged in harassment because they “thought it was funny.” Sexual harassment has been studied in elementary schools, high schools, and at post-secondary institutions. This research has shown that:

11. 11 3. Sexual harassment is experience by both males and females. However females, students who are lesbian, gay, or bisexual, ethnic minorities, and students with disabilities are most likely to be sexually harassed (Hill & Silva, 2005; Wessler & De Andrade, 2006). 4. Sexual harassment is associated with adverse psychological and academic outcomes among students.

12. 12 Percent Reporting Behaviour Percentage of High School Students Reporting Unwelcomed Sexual Behaviour at School by Sex (AAUW, 2001)

13. 13 Percent Reporting Effect Effects of Unwelcomed Sexual Behaviour at School Among High School Students by Sex (AAUW, 2001)

14. 14 Percent Reporting Behaviour Percentage of College Students Reporting Unwelcomed Sexual Behaviour at School by Sex (AAUW, 2006)

15. 15 Percent Reporting Effect Effects of Unwelcomed Sexual Behaviour at School Among College Students by Sex (AAUW, 2006)

16. 16 Percent Reporting Harassment Percentage of College Students Reporting Unwelcomed Sexual Behaviour at School by Sexual Orientation (AAUW, 2006)

17. 17 Percent Reporting Effect Effects of Unwelcomed Sexual Behaviour at School Among College Students by Sexual Orientation (AAUW, 2006)

18. 18 Although sexual harassment is pervasive in schools, it is often tolerated by school staff and faculty and is underreported by students: In post-secondary institutions (AAUW, 2006), 35% tell no one, 10% tell a family member, 49% tell a friend, and 7% tell a school employee; males are more likely than females to tell no one. In high school (AAUW, 2001), 20% tell no one, 23% tell a family member, 64% tell a friend, and 20% tell a school employee; males are more likely than females to tell no one.

19. 19 Education: 1. What factors contribute to sex differences in educational attainment? 2. Is sexual harassment common in school settings?