Literaturnachweis - Detailanzeige
| Autor/in | Cardenas, Jose A. |
|---|---|
| Titel | A Comprehensive Approach to Gender Equity. |
| Quelle | In: IDRA Newsletter, 21 (1994) 3, S.3-4 (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Leitfaden; Change Strategies; Educational Change; Educational Environment; Elementary Secondary Education; Equal Education; Females; Nondiscriminatory Education; School Policy; Sex Bias; Sex Discrimination; Sex Fairness; Womens Education |
| Abstract | The advent of gender equity in schools has not been much easier than the advent of equality of educational opportunity for other atypical segments of the school population. Three common types of inequitable treatment of female students are gender bias in the classroom, exclusion of females from traditionally male activities, and sexual harassment. Minority and disadvantaged girls are recipients of discrimination in several forms. They are discriminated against their minority status; within their own racial and socio-economic groups; as well as by predominantly male policy formulation. The treatment and performance of female students will not change until a new educational paradigm is developed and implemented, one that sees all students as valuable and worthy of equitable treatment. To be successful, the new paradigm must incorporate three characteristics of previous successful innovative programs: the valuing of all students; provision of support services; and development of new interrelationships among home, school, and community. A comprehensive approach to gender equity encompasses 10 elements drawn from equitable programs for minority and disadvantaged populations. These elements address the school's philosophy of education, school policies and procedures, the necessarily broad scope of gender equity, integration of gender equity into the curriculum, extracurricular activities, school hiring and promotion practices, career guidance and counseling, information and support services, parent involvement, and student evaluation practices. (Author/SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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