Gendered Education In The United States
caquk_landa3
assessment_4comm.docx· Overview
Write a 3 page evaluation of gender and education in the United States.
Context
The Assessment 4 Context document reviews key findings from research on gender. You may wish to review the document for an overview of these key concepts and ideas.
References
Barr, K. R. (2013). Male and female communication styles [Web log post]. Retrieved from http://www.livestrong.com/article/188130-male-and-female-communication/
Lieberman, S. (n.d.). Differences in male and female communication styles. Retrieved from http://www.simmalieberman.com/articles/maleandfemale.htmlToggle Drawer
Resources
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Resources
Click the links provided to view the following resources:
Library Resources
The following e-books or articles from the University Library are linked directly in this course:
. Maher, F. A., & Ward, J. V. (2002). Gender and teaching . Mahwah, NJ: L. Erlbaum.
. Nel, P., & Paul, L. (2011). Keywords for children's literature . New York, NY: NYU Press.
. Gender bias learned . (2005, February 17). Wisconsin State Journal, p. F1
. Jadva, V., Hines, M., & Golombok, S. (2010). Infants' preferences for toys, colors, and shapes: Sex differences and similarities . Archives of Sexual Behavior, 39(6), 1261–1273.
. Steensma, T. D., Baudewijntje, P. C. K., de Vries, A. L. C., & Cohen-Kettenis, P. T. (2013). Gender identity development in adolescence . Hormones and Behavior, 64(2), 288–297.
Course Library Guide
The University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the COM-FP3200 – Leadership, Gender, and Communication Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
. Lieberman, S. (n.d.). Differences in male and female communication styles . Retrieved from http://www.simmalieberman.com/articles/maleandfemale.html
. Barr, K. R. (2013). Male and female communication styles . [Web log post]. Retrieved from http://www.livestrong.com/article/188130-male-and-female-communication/
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required.
Wood, J. T. (2012). Gendered lives: Communication, gender, and culture (10th ed.). Beverly, MA: Wadsworth.
· Assessment Instructions
Many experts believe that education in the United States is gendered. That is, boys and girls are educated and treated differently throughout their academic careers. For this assessment, write an evaluation of gender and education in the United States. Address the following in your evaluation:
. Are boys and girls taught gender in our public school systems?
. Are female and male college students given equal support?
. What differences are there in how college students evaluate male and female instructors?
. How can gender bias be reduced or eliminated in the classroom?
Use the library to locate current journal articles pertaining to gender-specific training and education, and refer to at least four of those resources in your evaluation. Note: If you use Internet sources, they must be credible. For example, Wikipedia and YouTube are not credible resources.
Additional Requirements
. Written communication: Written communication should be free of errors that detract from the overall message.
. APA formatting: Resources and in-text citations should be formatted according to APA (6th edition) style and formatting.
. Font and font size: Times New Roman, 12 point, double-spaced. Use Microsoft Word.
. Number of resources: 4 or more.
. Length: 3 pages.
