Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Level I Institutionally Accredited Province of Laguna LSPU Self-Paced Learning Module (SLM) Course Gender and Society (GEC-Elect 3) Sem/AY Inter Semester/2024-2025 Module No. Lesson Title Week Duration Date 7 Gender in the Classroom Description of the Lesson 1 July 9, 2025 The discussion will help learners/students to learn about the school and its role in a person’s gender, the influence of the two agents on gender, and how to promote gender equality inside the classroom for teachers. Learning Outcomes Intended Learning Outcomes Students should be able to meet the following intended learning outcomes: Targets/ Objectives At the end of the lesson, students should be able to: Establish the concept of school and determine its role in a person’s gender Discover the influence of the two agents on gender Appreciate how teachers promote gender equality inside the classroom describe the school and its role in a person’s gender discuss the influence of the two agents on gender accept/support how teachers promote gender equality inside the classroom Student Learning Strategies Classroom Activities (Synchronous/ Asynchronous) A. Classroom Discussion You will be directed to attend a One-Hour class discussion on “Gender in the Classroom”. This week will include a conversation about the following subtopics; a. The school and its role in a person’s gender b. The influence of the two agents toward gender c. How to promote gender equality as a teacher inside the classroom The discussion will happen in Week 11 (October 29, 2024 from ______-______ (depending on students’ class schedules) (For further instructions, refer to your schedule of activities for the modules) LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY (GEC-Elect 3) Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Level I Institutionally Accredited Province of Laguna B. Learning Guide Questions: The following are questions that will guide you through this lesson: Define school. What is the role of schools in gender role socialization? How the school performs the function of socialization? How do teachers contribute to gender differences? How do peers contribute to gender differences? How to create an inclusive classroom environment? Note: The insight that you will post on an online discussion forum using Learning Management System (LMS) will receive additional scores in-class participation. Lecture Guide Definition/Concept of School and Role of the School as a Socializing Agent Classroom Activities (e-Learning/SelfPaced) The school is an artificial institution set up for the purpose of socialization and cultural transmission. The school can be regarded as a formally constituted community as opposed to a mutual community. Other than the home the school is the other important institution in which socialization takes place. The school is said to be next to the family in terms of importance as far as socialization is concerned. The school is the first large-scale organization in which the child becomes a member. The school is a miniature reflecting what goes on in the wider society. The school combines the formal (e.g. classroom teaching, fines caning, suspension expulsions official mention, prices) and informal (e.g. peer group influences/pressure) approaches in its socializing function. How the school performs the function of socialization Through the curriculum, the school, in a formal way provides the child with the necessary skills and knowledge as regards their future life. The following are essential social functions of schools; 1. Knowledge of basic intellectual skills such as reading, writing, verbal expression, quantitative and other cognitive abilities, education teaches language well how people communicate with each other according to positions in society. 2. Cultural achievements of one’s society. The opportunities to acquire social and vocational abilities which are necessary in order to make one a social, useful, and economically productive member of society. 3. Gender roles as perceived as suitable roles by society. Educational systems socialize students to become members of society, to play meaningful roles in the complex network of independent positions. 4. Education helps in shaping values and attitudes to the needs of contemporary society. Education widens the mental horizons of pupils and teaches them new ways of looking at themselves and their society. LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY (GEC-Elect 3) Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Level I Institutionally Accredited Province of Laguna 5. Education offers young people opportunities for intellectual, emotional, and social growth. Thus, education can be influential in promoting new values and stimulating adaptation to changing conditions. 6. Informally and especially through social clubs, the school enables the child to learn a number of other social roles and skills which are also important for his/her overall development as a member of society. For example, Education teaches the laws, traditions, and norms of the community, the rights that individuals will enjoy, and the responsibilities that they will undertake. 7. Education teaches how one is to behave toward his/her playmates and adults. 8. Education teaches how to share things and ideas. 9. Education teaches how to compete responsibly. 10. Schooling teaches how to cooperate 11. Schooling instills the community's pattern of respect; thus, how to relate to others well and obey rules. 12. Schooling enables one to internalize the culture of one's society. 13. Education leads toward tolerant and humanitarian attitudes. For example, college graduates are expected to be more tolerant than high school graduates in their attitudes toward ethnic and racial groups. 14. Education will train useful citizens who will obediently conform to society's norms and will accept the role and status that society will confer upon them when they have finished their schooling. Teachers and peers contribute to gender differences Schools affect gender differentiation via two primary sources: teachers and peers. Teachers and peers directly influence gender differentiation by providing boys and girls with different learning opportunities and feedback. Teachers and peers are also sources of learning about gender. Teachers present curricular materials that contain gender stereotypic behavior, and peers exhibit gender stereotypic attitudes and behavior. Children internalize gender stereotypes and prejudices, which in turn guide their own preferences and behaviors. How do teachers contribute to gender differences? Many educators endorse cultural gender stereotypes (e.g., math is easier for boys than girls) and prejudices (show preferences for same-gender individuals). These biases can be explicit (e.g., consciously endorsed) or implicit (unconsciously held), and they influence teachers’ classroom behaviors Teachers’ gender stereotypes and prejudices shape their classroom behavior in at least three ways. 1. Teachers often model gender stereotypic behavior. Female teachers, for example, often exhibit “math-phobic” behaviors. 2. Teachers often exhibit differential expectations for males and females (e.g., creating “dress-up” and “construction” centers and accepting—even facilitating—gender differentiated use). 3. Teachers facilitate children’s gender biases by marking gender as important by using it to label and organize students. In one study, teachers were asked to use gender to label children and to organize LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY (GEC-Elect 3) Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Level I Institutionally Accredited Province of Laguna classroom activities by, for example, greeting children with “Good morning, boys and girls” and asking children to line up by gender. Other teachers ignored students’ gender. Young children whose teachers labeled and used gender showed higher levels of gender stereotyping than their peers. Preschool teachers’ labeling and use of gender increase their pupils’ gender stereotyping and avoidance of cross-gender playmates. How do peers contribute to gender differences? a. Children prefer to play with peers who are similar to them. Thus, girls may select other girls because they share similar interests and activities. b. Children may become similar to their friends due to influence, or the tendency of behaviors and interests to spread through social ties over time. c. Peers also contribute to gender differentiation by teaching their classmates stereotypes (e.g., “Short hair is for boys, not girls”) and punishing them for failing to conform to stereotypes via verbal harassment and physical aggression. Importantly, intervention programs can teach young children to recognize and challenge their peers’ sexist remarks (e.g., “You can’t say girls can’t play!”). How to create an inclusive classroom environment truly part of the school community. This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. An inclusive environment is one where everyone feels valued. Gender-inclusive practices come in many forms. Educators can take a variety of steps today to make their classrooms more gender inclusive. 1. Avoid asking kids to line up as boys or girls or separating them by gender. Invite students to come up with choices themselves. 2. Whenever possible, avoid using phrases such as “boys & girls,” “you guys,” “ladies and gentlemen,” and similarly gendered expressions to address whole groups of students. 3. Provide an opportunity for every student to privately share with you their name and pronouns and tell students why you are doing so. 4. Have signs and other visual images reinforcing gender inclusion: 5. When you do need to reference gender, use terms that expand the gender binary. 6. When students share binary gendered statements ideas, they provide counternarratives that challenge them to think more broadly about gender. 7. Find examples in the media, popular culture or through social media that reinforce gender stereotypes or binary notions of gender. Call out and explore these with students. Encourage students to find their own examples. 8. Interrupt openly hostile attitudes or references towards others EVERY TIME you hear or observe them, but also use these as teachable moments. 9. Give students specific language that empowers them to be proud of who they are and to defend others who are being mistreated. 10. Help students recognize the limitations of “all or nothing” language by helping them understand the difference between patterns and rules. Avoid using “normal” to describe any behaviors. 11. Share personal anecdotes from your own life that reflect a growing understanding of gender inclusiveness. This could be a time when you were not gender-inclusive in LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY (GEC-Elect 3) Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Level I Institutionally Accredited Province of Laguna your thinking, words, or behaviors, what you learned as a result, and what you will do differently next time. 12. Do the work yourself. What are your own experiences with gender? What are some of your biases? Share with students your reflections on your evolving understanding of gender. Engaging Activity & Performance Tasks Engaging Activity I. Answer the following questions: 1. How comfortable are you with your gender identity inside the classroom? ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ Performance Task Activity 8 To maximize your understanding of the lesson, answer the following: I. Make ten classroom rules that will promote gender equality: LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY (GEC-Elect 3) Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Level I Institutionally Accredited Province of Laguna Understanding Directed Assess Learning Resources Bigler R., Roberson H.A. Hamilton V. (2013), The Role of Schools in the Early Socialization of Gender Differences. Retrieved from https://www.child-encyclopedia.com/gender-early-socialization/according- experts/role-schoolsearlysocialization-genderdifferences#:~:text=Schools'%20affect%20gender%20differentiation%20via,sources%20of %20learning%20about%20gende MAtutu K. (2017). The Role of the School as a Socializing Agent. Retrieved from https://www.academia.edu/33941341/THE_ROLE_OF_THE_SCHOOL_AS_A_SOCIALIZING_AGENT#:~:text=The %20school%20represents%20a%20formal,act%20as%20models%20for%20students Flavia J. (2012). How the school performs the function of socialization. Retrieved from: https://www.kenyaplex.com/resources/5742-how-the-school-performs-the-function-of-socialization.aspx Kumar G. (2020). HOW TO PROMOTE GENDER EQUALITY IN THE CLASSROOM. Retrieved from https://in.pearson.com/blogs/2020/03/how-to-promote-gender-equality-in-the-classroom.html Unlu V. (2017). How do you currently promote inclusivity in the classroom? Retrieved from https://www.cambridge.org/elt/blog/2017/11/15/create-inclusive-classroom-environment/ https://www.child-encyclopedia.com/gender-early-socialization/according-experts/peer-socialization-genderyoungboys-andgirls#:~:text=First%2C%20children%20prefer%20to%20play,through%20social%20ties%20o ver%20time. https://studyonline.ecu.edu.au/blog/how-does-gender-affect-educational-opportunity https://www.genderspectrum.org/articles/easy-steps-to-a-gender-inclusive-classroom Faculty In-Charge: Glenn S. Alano Laguna State Polytechnic University Santa Cruz, Main Campus Barangay Bubukal, Santa Cruz, Laguna Email: glenn.alano@lspu.edu.ph Mobile: 09852153165 LSPU SELF-PACED LEARNING MODULE: GENDER AND SOCIETY (GEC-Elect 3)
