EDF 6705 Gender and the Education Process Spring 2006
Dr. Barbara Shircliffe
University of South Florida
381-M EDU (Tampa Campus); Ph. #: (813) 974-1259
Email: Shirclif@tempest.coedu.usf.edu
Class meets: Thurs 5:00-7:50 p.m. in BSN 1309
Office hours: Tues and Thurs: 12:00-1:45; 4:00-4:30 pm or by appointment.
Course Purpose
This seminar will review and critique research and theory on gender and the
educational process in K-12 and higher education. The meaning of gender, and its
intersections with race, class, and ethnicity in shaping educational experience and
attainment will be of major focus. The contradictory effects of gender on educational
attainment and its relationship to occupational mobility will also be explored. We will
examine the implications and effectiveness of reform efforts to develop equitable
educational practices and policies such as Title IX, Affirmative Action, Feminist
Pedagogy, Single Sex Education etc. The course will draw largely on the disciplinary
perspectives of history and sociology in developing an understanding of how gender
interfaces with educational and school experience and structures. Yet students will be
asked to evaluate various approaches to understanding gender and identity formation.
Students will gain an understanding of the major debates among scholars in this area.
Additionally, students will develop their research and analytical skills through course
assignments.
Course Objectives
1.
To increase knowledge of:
a.
Gender and its role in educational history; the development and
consequences of a differentiated curriculum, and schooling links to the
occupational realm.
b.
The law and sex equity
c.
Major research/debates on gender socialization, intellectual development
of boys and girls, women and men, and identity formation vis a vis the schooling
process
d.
Gender bias in curriculum, hidden curriculum, assessment and
achievement
e.
The relationship between gender, race, ethnicity, and social class in
shaping
school experience and educational attainment
2.
To review and consider implications of research on
a.
Transforming the curriculum/feminist pedagogy
b.
Tracking, discipline and labeling students
c.
Public policy and education
d.
Research agenda to support change strategies
3.
To sharpen students ability to:
a. critically evaluate research
b. assess the strengths and limitations of various research designs and
disciplinary perspectives
Student with Special Needs
Students with disabilities are responsible for registering with the Office of
Student Disabilities Services in order to receive special accommodations and services.
Please notify the instructor during the first week of classes if a reasonable
accommodation for a disability is needed for this course. A letter from the USF
Disability Services Office must accompany this request.
USF Policy on Religious Observances
All students have a right to expect that the University will reasonably
accommodate their religious observances, practices and beliefs. Students are expected
to notify the instructor in writing by the second class if they intend to be absent for a
class or announced examination, in accordance with this policy.
Required Texts
The Jossey-Bass Reader on Gender in Education, forward by Susan Bailey. (San Francisco,
CA: Jossey_Bass, 2002).
James Garbarino, Lost Boys: Why our Sons turn Violent and How We can Save Them.
(New York: Anchor Books, 2000) and Ann Arnett Ferguson’s Bad Boys: Public
Schooling in the Making of Black Masculinity. (Ann Arbor: University of Michigan
Press, 1999).
OR
Mary Pipher’s Reviving Ophelia: Saving the Selves of Adolescent Girls. (New York:
Ballantine Books, 1994) and Julie Bettie’s Women without Class: Girls, Race, and
Identity. (Berkeley, CA: University of California Press, 2003)
*Supplemental readings available on line.
Course Requirements and Evaluation
Attendance (10 percent). As a seminar, the participation of students is critical to the
good order of the course. If you do not attend, you cannot participate. Your grade is
based on the percentage of classes you attend. Of course, perfect attendance will result
in 100% for 10 % of your grade.
Assignments
Reading Critique and Presentation. (20 percent) 2 page written assignment and in-class
presentation. We will be reading several selections from the Jossey-Bass Reader. Each
student will be required to write and present a brief critique of one reading. Students
must submit choices (three in the order of preferences) the second week of class.
Readings will be assigned in order received. This assignment is designed to allow
students to develop and demonstrate analytical skills. Students will submit a brief
paper which summarizes the reading (approximately one paragraph) and states their
evaluation of the reading. Your written critique and presentation must evaluate such
things as the importance, significance, and implications of the reading/study, the
soundness/validity of the methods the author(s) employ, the quality of writing, and the
logic underlying the author(s) assumptions. Be prepared to lead class discussion by
means of a set of provocative questions. Additional guidelines and evaluation info is
available on Black Board under Assignments.
Midterm Assignment (30 Percent):
The midterm examination evaluates your understanding of major terms, course
concepts and research. The examination questions will be distributed at least one week
prior to due date and may include short answer and essay format. It is critical for
students to be able to demonstrate understanding of course concepts as they develop
their major paper. Assignment will be made available on Black Board.
Major Paper Assignment (40 Percent):
Students will compare two significant classical treatments of gender and identity
formation from different disciplinary perspectives (sociology and clinical psychology).
The purpose of the assignment is for students to understand that different disciplinary
perspectives can lead to different analysis and understandings of a problem or process
in education and socialization. Utilizing skills developed in the written critique and
presentation, students will evaluate two works on gender, compare their methods,
analysis, and findings, and draw conclusions based on that evaluation. The end
product will be a review essay that analyzes the two works from the perspective of
course concepts and materials.
Students can choose following:
James Garbarino, Lost Boys: Why our Sons turn Violent and How We can Save Them.
(New York: Anchor Books, 2000) and Ann Arnett Ferguson’s Bad Boys: Public
Schooling in the Making of Black Masculinity. (Ann Arbor: University of Michigan
Press, 1999).
OR
Mary Pipher’s Reviving Ophelia: Saving the Selves of Adolescent Girls. (New York:
Ballantine Books, 1994) and Julie Bettie’s Women without Class: Girls, Race, and
Identity. (Berkeley, CA: University of California Press, 2003)
Additional Guidelines are Available on Black Board under Assignments.
Evaluation
A=100-92; A-= 90-91; B+= 88-89; B=87-82; b-=82-80; C+=79-77; C=76-72; C-=70-71; D=6069; F= below 60
“A” work must demonstrate ability to apply concepts/materials mastered in a critical
and insightful manner.
“B” work must demonstrate mastery of concepts/materials and meet basic standards
for graduate work
“C” results if students only demonstrate mastery of less than 70 percent of
concepts/materials and/or student work does not meet basic standards for graduate
work.
“D” results if students only demonstrate mastery of less than 70 percent of
concepts/materials.
“F’ Work means demonstrated mastery of less than 60 percent of concepts/materials.
Expectations for Written Work:
All written work must meet standards of college writing. Your papers must follow
APA, MLA, or Chicago Style guidelines. Also, your written assignments must be typed
and double-spaced. All ideas and paraphrases from other authors must be cited.
Remember, paraphrasing means creating a new sentence in your own words. It does
not mean changing every other word of a sentence or paragraph taken from another
source. All paraphrases and references must be made within text and work cited page
should be in the American Psychological Association (APA), Modern Language
Association (MLA) or Chicago Style formats.
Detection of Plagiarism
“The University of South Florida has an account with an automated plagiarism
detection service which allows instructors and students to submit student assignments
to be checked for plagiarism.” In this class, Students will submit all written work
electronically to SafeAssignment via Blackboard. Assignments are compared
automatically with a database of journal articles, web articles, and previously submitted
papers. The instructor receives a report showing exactly how a student’s paper was
plagiarized. For more information about SafeAssignment and plagiarism, go to
http://www.c21te.usf.edu <http://www.c21te.usf.edu/> . Click on Plagiarism
Resources. For information about plagiarism in USF’s Undergraduate Catalog, go to
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism
<http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism> “ (Guidelines for
Syllabus)
Course Content and Schedule
Readings:
Reading and other assignments are due on the date listed. The reading assignments will greatly
assist you in mastering course materials and doing well on assignments. Class time does not
permit coverage of assigned readings verbatim or in detail. Therefore it is your responsibility to
read the assigned chapters and articles carefully.
January 12
Topic: Introduction, course overview, and concepts
January 19
Topic: Gender and Education, Historical Perspectives
Lecture: History of Gender Issues in Education
*Presentation/Critique Top Three Choices Due
Discussion: Gender influences on the development of schooling
Assigned Readings:
*Kim Tolley, “Error! Hyperlink reference not valid..” History of Education Quarterly v.
36 (Summer 1996): 129-53
*John Rury, “Vocationalism for Home and Work: Women’s Education in the United
States, 1880-1930s,” History of Education Quarterly 24 (1) Spring 1984: 21-44
*Beth Linker, “Strength and Science: Gender, Physiotherapy and Medicine in the Early
20th Century. Journal of Women’s History, Volume 17 (3) 2005: 105-132.
January 26
Topic: Feminist Movement and the Critique of Schooling
Lecture: Women’s Movement and Education
Discussion: Was the feminist movement a success?
Assigned Readings:
Jossey Bassy Reader, Introduction, pp. 2-48 Readings Listed Below:
Bernice Sandler, “Too Strong for a Woman—Five Words; “
David Tyack and Elisabeth Hansot, “Feminists Discover the Hidden Injuries of
Coeducation.”
February 2
Topic: Theorizing Sex and Gender (Questions and Meanings)
Lecture History of Terminology and Debates about Difference
Discussion: Are sex and gender distinct concepts?
Assigned Readings:
*Candance West and Don Zimmerman, “Doing Gender.” Gender and Society 1 (2) June
1987: 125-151
*Foster, Johanna, “An Invitation to Dialogue: Clarifying the Position of Feminist Gender
Theory in Relation to Sexual Difference Theory. Gender and Society 13 (4) 1999: 431-456.
(This article focuses on conflicts within feminist theory over conceptualizing gender and
sex differences).
February 9
Topic: Equality or Equity: Theories/Debates about Gender Differences and Identity
Discussion: Are girls and boys really different (biological or culturally)?
Presentations (student may elect to present any of the assigned readings)
Assigned Readings:
*Shirley A. Hill and Joey Sprague, “Parenting in White or Black Families: The
Interaction of Gender with Class and Race.” Gender and Society, 13 (4) August 1999: 480502.
Jossey-Bass Reader, pp. 51-154 Readings Listed Below:
Carol Gilligan, “Images of Relationship”
William Pollack, “Real Boys”
Michael Gurian, “Where it all Begins”
Barrie Thorn, “Do Girls and Boys have a Different Culture?”
February 16
Topic: Gender and the Classroom
Lecture: Achievement Gap and Classroom Processes
Discussion: Do schools favor boys or girls (or gender performances)?
Presentations (student may elect to present any of the assigned readings)
Assigned Readings:
Jossey-Bass Reader, pp. 153-273 Readings Listed Below:
Dan Kindlon and Michael Thompson, “Thorns Among the Roses”;
Myra and David Sadker, “The Miseducation of Boys;”
Lyn Mikel Brown, “The Madgirl in the Classroom”
AAUW, “How Girls Negotiate School.”
February 23
Topic: Gender Equity and the Curriculum and Hidden Curriculum, Contemporary
Issues
Discussion: Should the school curriculum be gender specific or gender neutral?
Presentations (student may elect to present any of the assigned readings)
Assigned Readings
Jossey-Bass Reader, pp. 277-360 Readings Listed Below:
AAUW’s “Course Taking Patterns;”
Beatriz Chu Clewell, “Breaking the Barriers: The Critical Middle School Years;”
Thomas Newkirk, “Misreading Masculinity: Speculations on the Great Gender Gap in
Writing;” Margaret Honey, et al, “Girls and Design: Exploring the Question of
Technological Imagination,”
AAUW, “Education Software and Games.”
March 2
Topic: Sexuality and Identity
Discussion: Are schools teaching compulsory heterosexuality?
Presentations (student may elect to present any of the assigned readings)
Assigned Readings:
*Richard Friend, “Choices, Not Closets: Hetrosexism and Homophobia in Schools.” In
Beyond Silenced Voices: Class, Race and Gender in United States Schools. Edited by Lois Weis
and Michele Fine. (NY: SUNY Press, 1993):209-236
Jossey-Bass Reader, 361-406 Readings Listed Below:
AAUW, “The Evaded Curriculum;”
Michelle Fine, “Sexuality, Schooling and Adolescent Females: The Missing Discourse of
Desire.”
March 9
Midterm Due. Uploaded to BlackBoard by 8 pm. No Class.
March 23
General Discussion of books for final Paper. Students should be prepared to discuss the
first several chapters of both books they chose.
James Garbarino, Lost Boys: Why our Sons turn Violent and How We can Save Them.
(New York: Anchor Books, 2000)
Ann Arnett Ferguson’s Bad Boys: Public Schooling in the Making of Black Masculinity.
(Ann Arbor: University of Michigan Press, 1999).
OR
Mary Pipher’s Reviving Ophelia: Saving the Selves of Adolescent Girls. (New York:
Ballantine Books, 1994)
Julie Bettie’s Women without Class: Girls, Race, and Identity. (Berkeley, CA: University
of California Press, 2003)
We will discuss the first half of the following books:
March 30
Topic: Sexual Harassment and Violence in Schools
Assigned Readings:
Presentations (student may elect to present any of the assigned readings)
Jossey Bass Reader, pp. 407-493 Readings Listed Below:
Nan Stein, “Bullying as Sexual Harassment in Elementary Schools;”
Peggy Orenstien, “Striking Back: Sexual Harassment at Weston;”
Carol Gilligan, et al, “Boys to Men: Questions of Violence.”
April 6
Topic: The Intersections of Class, Race and Gender
Discussion: Has research on gender mostly concerned white middle class girls? If so,
why? How does race, ethnicity, and social class intersect with gender?
Presentations (student may elect to present any of the assigned readings except Anne
Ferguson)
Assigned Readings:
Jossey Bass Reader, 497-643 Readings Listed Below:
Sumru Erkut, et al., “Diversity in Girls’ Experiences: Feeling Good about Who You
Are?;”
Janie Wood, “School Rules;”
Angela Ginorio and Michelle Huston, “Characteristics of Communities Affecting
Participation/Success;”
Beatriz Chu Clewell and Angela Ginorio, “Examining Women’s Progress in the Sciences
from the Perspective of Diversity.”
April 13
Topic: Single-Sex versus Co-education, Revisited
Discussion: Do single sex schools promote gender equality or inequality?
Presentations (student may elect to present any of the assigned readings)
Assigned Readings:
Jossey-Bass Reader, 647-754 Readings Listed Below:
Pamela Hagg, “Single Sex Education in Grades K-12;
Valerie Lee, “Single Sex Versus Coeducational Schools;”
Christina Hoff Sommers, “Why Johnny Can’t, Like, Read and Write;”
Patricia Campbell and Ellen Wahl, “What’s Sex Got to do with It? Simplistic Questions,
Complex Answers;”
Peggy Orenstein, “Anita Hill is a Boy: Tales from a Gender Fair Classroom.”
April 20
Topic: Gender and Higher Education: Women’s Experience and Outcomes
Assigned Readings:
* Jerry Jacops, “Gender Inequality and Higher Education,” Annual Review of Sociology 22, 1996:
152-185
April 27
Co-Teaching Exercise: Share reports on major paper assignment.
Major Paper Due on December 9 at 5 pm in EDU 380. Papers will be accepted before
this date. Please include a self-addressed stamped envelop if you would like your
work and final grade returned to you promptly.