1. Gendered Lives, Eighth Edition Chapter 8 Gendered Education: Communication in Schools

2. Historically, girls had less educational opportunity Now much discrimination eliminated Schools still marked by gendered dynamics

3. Academics Males and females encounter gendered expectations in schools Boys developmentally disadvantaged in early school environment Feminine environments Adult females outnumber adult males Boys have less impulse control – difficulty adjusting to school

4. Academics Time of frustration and failure Males lag behind females in all levels of schooling Biology contributes to males’ slower development of verbal skills Males more likely to drop out of high school

5. Academics Females’ success reflects cognitive ability and good study skills and habits Gap expands after high school Females likely to attend college Race and socio-economic class also linked to success in higher education

6. Academics Personal choices affect academic performance Studying or engaging in recreation

7. Academics Schooling reproduces gender stereotypes Men not encouraged to enter feminine fields Sex combines with race to further disadvantage males African American males targets of teacher disapproval – drop out in higher numbers

8. Academics Females perform better at all levels of education Earn more and higher degrees than males

9. Academics Belief females have less ability in math helped erect barriers Females drop out of math Encounter faculty and peers who believe women are less able Affect self-confidence and how perform on tasks

10. Academics Women may face gender-related barriers in fields such as engineering Social disapproval Assertiveness needed in field may be counter to social prescriptions for femininity

11. Academics Sex-related differences in brains and hormones give males edge in math and science Higher mean averages for males come from a few males Innate differences less important than social influences in the U.S. Not true in all cultures

12. Academics African American girls are encouraged to be more active May encounter stereotypes and be encouraged to be less assertive and autonomous when in school

13. Gendered-Stereotyped Curricula Curriculum content is less biased than in past But gender stereotypes persist Accounts of war focus on battles and leaders Women’s contributions on home front seldom noted

14. Gendered-Stereotyped Curricula Women highlighted in curricula: Women who fit traditional stereotypes Betsy Ross Women who distinguished self on men’s terms Ella Baker

15. Gendered-Stereotyped Curricula Epochs taught in terms of effects on men Neglect impact on women and minorities

16. Gendered-Stereotyped Curricula Science has gender stereotypes that distort how taught Sexism in education intersects with other forms of discrimination Minorities underrepresented in educational materials

17. Gendered-Stereotyped Curricula Curriculum diminishes education Students deprived of understanding how half the population experiences the world Encourages men to see themselves as able to fulfill ambitions and women not able to

18. Athletics Female students have unprecedented athletic opportunities Due in part to Title IX Playing field not even Number of female athletes in college has not increased proportionately

19. Athletics Prior to Title IX, most coaches of women’s sports were women Today fewer women’s sports coached by women Division I colleges pay male coaches more than women coaches Only 37 percent of expenses for athletics allocated to women

20. Athletics 2005: Supreme Court ruling regarding Title IX: All colleges required to send students survey about athletic interests and abilities If don’t reply, may assume satisfied with policies

21. Gender Socialization in Peer Cultures Males more insistent boys do boy things than females are that girls do girl things Gender socialization more rigid for boys

22. Gender Socialization in Peer Cultures Male bonding in peer groups reinforces masculine identification Often engage in drinking and sexual activity

23. Gender Socialization in Peer Cultures Fraternities encourage brothers to embody extreme versions of masculinity Desire to be accepted overshadows values and sense of decency

24. Gender Socialization in Peer Cultures Faculty treat women students in gender-stereotyped ways These actions tell women students they are not taken seriously

25. Gender Socialization in Peer Cultures Women in college feel two sets of pressures: Be successful as feminine woman Be smart and academically successful

26. Gender Socialization in Peer Cultures Relentless pressure to achieve effortless perfection Undergraduate women feel overwhelmed by expectations

27. Single-Sex Educational Programs Single-sex schools may solve some of these problems Heterosexual males more likely to make academics priority in single-sex schools

28. Single-Sex Educational Programs Disproportionate number of women in Congress and running top businesses graduated from women’s colleges

29. Single-Sex Educational Programs Critics argue sex-segregated education isn’t answer Better solution is make sure teachers in all schools treat students equally Single-sex schools tend to be private and charge tuition

30. Gendered Expectations & Pressures Facing Faculty Gender stereotypes also affect faculty members Gender biases and barriers greater for women faculty than for women students

31. Gendered Hierarchies Proportion of male and female faculty affect students Women and minority students have fewer role models If more men in administrative roles, students may infer it’s normal for men to hold positions of status

32. Gender Bias in Evaluations Women and minorities more likely to be hired when blind selection process Predominantly male hiring committees hire fewer female faculty

33. Gender Bias in Evaluations Once hired, women continue to face bias Performance more closely scrutinized Judged by stricter standards Hard to be perceived as competent

34. Gender Bias in Evaluations Men have to give more convincing demonstrations of incompetence Male candidates judged on promise Female candidates judged by accomplishments

35. Gender Bias in Evaluations Invisible hand discrimination – unwitting discrimination in applying policies that are not inherently biased Largely unconscious – makes it difficult to eliminate

36. Gender Bias in Evaluations Assertiveness in males taken as brilliance Assertiveness in females judged negatively Women’s achievements - luck Men’s achievements - competence

37. Gender Bias in Evaluations Gender bias in evaluations has material consequences Discrepancies between salaries

38. Gendered Policies & Expectations Institutions based on outdated family model Assume faculty committed to job don’t have to worry about domestic life

39. Gendered Policies & Expectations Early years require long hours These years usually coincide with ideal years for bearing children Women faculty find it challenging to be professionals and parents

40. Gendered Policies & Expectations Faculty member who has child loses work time Tenure clock penalizes women Males penalized if career is not primary focus No paternity leave

41. Gendered Policies & Expectations Due to small numbers, excessive service and mentoring responsibilities for women Contribute to overload on female faculty