Sex Stereotyping in Instructional Materials and Television PDF Download
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Author: Matilda Butler
Publisher:
ISBN:
Category : Audio-visual materials
Languages : en
Pages : 66
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Book Description
Author: Matilda Butler
Publisher:
ISBN:
Category : Audio-visual materials
Languages : en
Pages : 66
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Book Description
Author: Gordon P. Hanson
Publisher:
ISBN:
Category : Discrimination in education
Languages : en
Pages : 110
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Book Description
Author: Wisconsin. Sex Role Stereotyping Sub-Task Force
Publisher:
ISBN:
Category : Sex discrimination in education
Languages : en
Pages : 156
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Book Description
Author: Tricia Szirom
Publisher: Routledge
ISBN: 1351685791
Category : Education
Languages : en
Pages : 239
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Book Description
Originally published in 1988. This book provides a unique perspective on the creation of gender and the way in which sex education programs in schools contribute to this. Through a series of conversations with young people, a picture is developed of the way in which young women and young men view their own sexuality and that of the opposite sex. The book demonstrates that, in spite of the ‘sexual revolution’, young people’s sexuality is still expressed within traditional gender constraints. The research reveals that, in spite of its ‘radical’ reputation, current sex education policy is consistent with the rest of the school curriculum: in failing to address the links between gender stereotypes and the social construction of sexuality, sex education implicitly and explicitly reinforces traditional attitudes to women’s sexuality. The book provides a conceptual framework for the discussion of the construction of gender and the place of theories of sexuality within this: examples of young people’s attitudes and practice; an historical perspective for and current analysis of the provision of sex education; and, most important, practical strategies for change.
Author: EPIE Institute
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 7
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Book Description
Author: Barrie Gunter
Publisher: John Libbey
ISBN:
Category : Sex on television
Languages : en
Pages : 102
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Book Description
The observation of male and female models in the child's environment has been postulated as a major source of sex-role information, while the audio-visual mass media is one of the two principle sources of models for the developing child.
Author: Wisconsin. Sex Role Stereotyping Sub-Task Force
Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 148
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Book Description
Author:
Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 412
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Book Description
Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.
Author: American Association of School Administrators
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 32
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Book Description
Author: Frederick P. Timm
Publisher:
ISBN:
Category : Sex discrimination in education
Languages : en
Pages : 220
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Book Description
Purpose of the Study The purpose of this study was to analyze a set of instructional materials for sex bias/sex stereotyping and to test statistically for the significance, direction, frequency, and amount of change between the original (PRE) and the revised (POST) selected cognitive style mapping inventory element items. Procedure The study is based on the requirements of Federal Law, Title II, PL 94-482, 1976, that contains a strong commitment for the elimination of sex bias and sex stereotyping in vocational education. The related literature was studied to locate any criteria that could be used for content analysis. Since there were no usable criteria located, a usable set of criteria based on the review was established with four main categories and fourteen subcategories. This set of criteria was then used to analyze and rewrite the forty-eight identified items of the total of one hundred forty-seven within the four selected mapping inventories. The data gathered in the traditional pre/post design were analyzed by the IBM SPSS--Statistical Package for the Social Sciences--computer program according to the method and design preestablished by the selection of nine vocational program student groups, three each in (a) MIXED: both male and female, (b) PREDOMINATE FEMALE, and (c) PREDOMINATE MALE. The assumptions of twelve hypotheses were tested for each of the seventeen mapping elements out of the total of twenty-seven elements and the element item subparts, using one-way analysis of variance and two-way analysis of covariance. Conclusions The first level of data analysis showed that within the twelve hypotheses there were twenty-eight significant elements that had to be further tested for element item significance. The second level of data analysis showed that within nine of the hypotheses there were seven significant element items. The major findings and conclusions of the research study show that: 1. Sex bias/sex stereotyping existed within the cognitive style mapping element items. 2. Sex bias/sex stereotyping reference language can be identified and eliminated. 3. Sex bias/sex stereotyping elimination did not significantly affect the outcome of the inventory element item response selection. 4. Sex bias/sex stereotyping reference elimination should produce a similar cognitive style mapping inventory profile. Future Directions 1. The cognitive style mapping items which were not analyzed for sex bias/sex stereotyping and statistically tested should be analyzed using the same procedures as the present study. 2. The present study should be replicated using the same design to ascertain if another selected population group and subgroups would produce the same or similar results. 3. The present study should be expanded by including other factors to determine the causes why the male and female vocational program are both positively and negatively significant. 4. The present study should be replicated with a different mix of student groups to ascertain if the same or similar results would be produced. 5. The present study shows that sex bias/sex stereotyping research needs to be continued.
