In Partial Fulfillment of the Requirements for EDUC 5520

Running Head: Teaching Gender Diversity

Teaching Gender Diversity from a Female Perspective

Annotated Resource Folder

Austin Peay State University

In Partial Fulfillment of the Requirements for EDUC 5520

Spring 2013

Dr. Charmaine Lowe

Teaching Gender Diversity

Table of Contents

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Activity and Survey

Analyzing Gender and Race Language Bias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Gender Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Gender Stereotypes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Sexual Harassment in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Documentary and Lecture

Killing Us Softly 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Michael Kimmel: On Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

The Motherhood Manifesto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Journal Article

If “We” Can Succeed, “I” Can Too: Identity-Based Motivation and Gender in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

The Journey from Male-Defined to Gender-Balanced Education . . . . . . . . . . . . . . . . . . . . . . 27

Making Games in the Classroom: Benefits and Gender Concerns.

. . . . . . . . . . . . . . . . . . . . 30

Song

Black Eyes, Blue Tears . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Not a Pretty Girl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Theatrical Film

A League of Their Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Mona Lisa Smile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Mulan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

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Abstract

This Annotated Resource Folder provides various resources to assist a teacher in promoting gender equality and diversity by presenting the issue from a female perspective, which can be absent from most curricula. Most sources should be reserved for the middle and high school grade levels in order to ensure deep discussions and complete comprehension of the historical context on the presented concepts in relation to the present day. Issues explored include gender roles, gender stereotypes, and gender expectations, especially those imposed upon women. The research further looks into sexual harassment, abusive relationships, selfacceptance, and the media influence on these issues. The resources are diverse, taking the form of classroom activities, movies, documentaries, songs, and journal articles. Each source is summarized and given a brief explanation of its application in the classroom.

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Alaska Department of Education & Early Development. (n.d.). Analyzing gender and race language bias. Retrieved from http://www.eed.state.ak.us/tls/cte/docs/NTO/Gender_Equity.pdf

Summary

This is one activity found within an activity book provided by the Alaska Department of

Education & Early Development website. The task of this particular one requires students to identify specific words that are gender or race biased. An example of a gender-biased word would be “policeman.” Such occupations were once gender specific and only men were found to be firefighters or police officers. Times have changed, and women have begun to occupy positions that were once reserved for men, and even men have taken on roles that were traditionally for women. However, even though the times have changed, the words describing those positions have not.

Students are asked to pair up with a partner to brainstorm and record words and phrases that are gender or race biased. Once students have finished, their next task is to think up ways to change the words in order to make them gender or race neutral, such as how “police officer” has come to replace “policeman.” If the students were unable to think of many gender or race biased words, the teacher can share a list that is made available in the activity lesson plan. The students should record their new words on flashcards, which will be shared with other groups to see what different or same words they created. The discussion of using “fair language” should take place after the flashcards, and the teacher can inquire about the different connotations words once held and how it differs to present times.

Application

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This activity can work well with an English class. The students can study different affixes on words, connotations, and the history of how the words or phrases originated. It also provides an opportunity for students to become aware of the language they use and how it can assume a particular gender when both males and females occupy the position. Perhaps there is a tendency of the job leaning towards one gender or the other, but students must be aware of how the minority gender may feel of holding a title that specifies the opposite they are.

An English opportunity may be to insert this lesson with William Shakespeare’s Romeo and Juliet . When Juliet questions what significance a name holds, students may tend to agree with the renowned line. However, when their eyes are opened to what meaning a name can hold, they may become more aware of the language they use. Also, the opportunity to create new words is a great way to show tribute to Shakespeare, as he was the creator of thousands of words in a similar fashion.

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Rauhe, B. J. (n.d.). Infusing equity by gender into the classroom: A handbook of classroom practices. Retrieved from http://www.ricw.ri.gov/publications/GEH/lessons/358.htm

Summary

Dr. Betty J. Rauhe compiles an entire lesson plan for “Infusing Equity by Gender into the

Classroom” (n.d.). The purpose of the lesson is to have students reflect on their own perception of gender roles as well as society’s view on gender roles. Rauhe provides appropriate grade levels for the activity ranging from middle school to high school and even college level. She estimates the time for the lesson to take two days or one if part of it is assigned as homework the night before. The homework would call for the students to fill out a worksheet, which is made available by Rauhe that encompasses their personal point of view on gender roles. A “Job/Role” is provided (e.g., mowing lawn, cooking, paying bills), and the student must indicate what percentage that the role is for a female or a male with the percentages adding up to 100.

The in-class portion of the activity involves small group work, and the groups should comprise of the same gender. Rauhe provides a second worksheet that calls for students to determine society’s view on gender roles. The examples of jobs/roles are the same as the personal perspective worksheet the students filled out for homework. Once the students are finished within their small groups, the teacher can begin a classroom discussion with the females vocalizing why their responses are correct, and the males doing the same. The discussion should also include why certain results may be different between the two perspectives or the same. The teacher should end the lesson by summarizing and evaluating the discussion.

If the teacher so wishes, he or she can have the students conduct interviews of varying generations of adults or adolescents on their viewpoints of the gender roles provided in the worksheets. The students would then write a reaction paper that would compare the results of

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Teaching Gender Diversity the interview with their own personal views that resulted from the first part of the activity. This addition to the overall lesson is reserved for upper level classes; therefore, it may be most appropriate for college level students or seniors in high school.

Application

This activity concerning gender roles would work very well in a high school setting.

Rauhe provides everything a teacher would need to conduct a successful lesson. It has become important for students to begin reflecting upon their own personal roles at home and in society and the roles that they will one day need to fill. If within the same classroom the males and females differ greatly in what they find to be specific gender roles, they will need help in readjusting those perspectives through their education. However, the views they believe to belong to society may be very different from their own, which provides hope, as they will be the future of society.

The activity can do well in revealing those misconceptions or traditional beliefs that students may hold onto concerning gender roles, but it would not change those beliefs; at least it would not do so drastically. This could be used as an introduction to gender equality and be followed up by an informative video or educational article. Something more would need to be introduced and studied if awareness and change is the intended outcome.

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Reams, M. (n.d.). Gender stereotyping. Retrieved from http://www.tolerance.org/exchange/gender-stereotyping

Summary

This activity is taken from the Teaching Tolerance website and requires little time to complete. Many gender stereotypes exist in society, especially concerning different occupations.

However, many women have held positions in jobs that are typically considered male-oriented, as well as men in normally female jobs. To correct these common misconceptions, the activity requires the teacher to question a variety of school faculty and staff, such as the principal, school nurse, administrators, other teachers, custodian workers, or any other adult the students may be familiar with. The teacher will ask about past jobs and careers his or her coworkers held in the past.

In class, the teacher will then conduct the activity with the students. On the board will be a column listing the names of the faculty and staff interviewed, and another column will have the various occupations previously held. The students can be placed into groups where they can discuss their thoughts of which job goes with what name, or the teacher can simply have the students raise their hands one at a time to give their guess. The class will continue until all the names are matched with the correct occupation.

After the completion of the matching activity, the teacher will inquire as to whether any of the previous jobs a person held surprised them. Students will, if not already, reveal any gender stereotypes they hold in relation to expected occupations. This can show them that no particular job is exclusively male or female and that everyone has a history as they strive towards their goals and aspirations. This activity is good for presenting students with any misconceptions they may hold and for them to examine gender stereotypes that exist.

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Application

The Gender Stereotyping activity is effective in identifying misconceptions, but also it allows for students to become more acquainted with the school’s faculty and staff. Teachers and other adults working in the school system may seem different to students or almost not human in their eyes. Teachers are teachers, and students often fail to realize that they had lives before their current positions in the school system.

The activity also provides a lesson in life in how people do not achieve their goals or realize their callings in life until they experience several jobs and work hard to reach their dreams. But most importantly, this allows students the opportunity to explore gender stereotypes that they or others hold and work in correcting them.

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Stein, N. (2000). Sexual harassment in schools. Retrieved from http://www.musc.edu/vawprevention/research/sexharass.shtml

Summary

From the National Violence Against Women Prevention Research Center, Nan Stein compiles research on the occurrences of sexual harassment in schools. These occurrences include any “unwanted and unwelcome behavior of a sexual nature that interferes with the right to receive an equal educational opportunity” (Stein, 2000). Title IX prohibits these behaviors along with the Federal courts and the Office for Civil Rights of the United States Department of

Education. Though the prohibition of such actions is in place, the harassment continues and is prevalent within the school systems.

Hostile Hallways conducted a survey of 1,632 random students from 79 public schools in grades 8 th to 11 th with gender numbers being roughly half and half. One quarter of the students in the survey were of a racial minority; however, the study results showed no significant differences in the number of sexual harassment occurrences based on race. Hostile Halls found that 83% of the girls surveyed reported experiencing sexual harassment in school, and 60% of the boys experienced it as well.

Connecticut also conducted a study of high school sophomores, juniors, and seniors on the incidences of sexual harassment in school. 308 were female, 235 reported being male, while four did not indicate one or the other for this study. 68% of students reported experiencing sexual harassment on at least one occasion in high school. Among the females, 92% of them have experienced harassment, and the average number of incidents for each is 4.5, while only

57% of males have with an average of 1.6 incidents per student.

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Nan Stein then compares the results from the two surveys. He finds similar results when comparing between the types of sexual harassment experienced and the locations where the sexual harassment occurred. He also examined how the studies compared in whom the harassers were in the incidents experienced, and the results often involved a single perpetrator that the victim knew. Surprisingly, the Hostile Hallways survey reported “two-thirds (66%) of the boys and more than half (52%) of the girls admitted that they had sexually harassed someone in a school setting” (2000).

Stein finishes by discussing the responsibility of the schools in preventing sexual harassment. He stresses that Title IX requires schools to adopt grievance procedures and must deal promptly with such complaints and incidents. Students should be aware of the procedures in a language appropriate to their understanding. The school is held liable for their students.

Application

Not only is sexual harassment a common occurrence in schools, but also the incidents are not from the actions of a few. The Hostile Halls survey provided shocking results for the number of cases experienced by the students and the number of cases performed by the students that were surveyed. Over half the girls and two-thirds of the boys surveyed have sexually harassed another student, and thus the power to stop the harassment lies largely in the hands of the students. Teachers must educate them on these occurrences and how it is not “normal” but should be reported immediately to school officials. This is essential in ensuring that students do not allow these incidents to pass by silently. The several charts and statistics allow students to see that they are not alone in being a victim and may feel more inclined to report any misconduct. Then, considering the numbers, one can only hope that students will rethink their own actions towards others and how those actions make others feel. A teacher should also stress

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Teaching Gender Diversity the importance of reporting any sexual harassment from a faculty or staff member in the school.

It is illegal, and teachers should never turn an eye away from such actions.

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Kilbourne, J. (2010).

Killing us softly 4: Advertising’s image of women

[Motion picture].

(Available from Media Education Foundation, 60 Masonic Street, Northampton, MA

01060)

Summary

When people are exposed to over 3,000 advertisements in some form each day, the claim of simply “tuning them out” is an impossibility. For advertisers rely on people taking in the message on a subconscious level that ultimately do affect and determine a person’s motives. The question Jean Kilbourne presents and examines is “What does it mean to be a woman as defined by advertisements?” (2010). The answer is quite disturbing and offensive, and the idea of

“tuning out” ads is unacceptable with the increasingly worse portrayal of women (and more recently this including men) and the expectations that people should hold for them.

Advertisements represent women as a single body type, usually with lighter skin, and dressed (or undressed) in a “sexy” manner. Girls and women alike are bombarded with images of what is perceived as the “ideal woman,” thus decreasing self-worth in most young women as they try to achieve an impossible image. As Cindy Crawford is noted of saying, “I wish I looked like Cindy Crawford” (Kilbourne, 2010). With advances in technology, Photoshop is the normalcy in advertisements and even the images used can be from multiple women in order to create the “perfect” body. Despite these altered photos, women still compare themselves with

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Teaching Gender Diversity the objects their bodies have become in magazines and commercials, and men likewise compare women with the images they see.

Women are seen as objects and as a result are dehumanized, which opens the door to justified violence towards them. Many advertisements even eroticize violence towards women, a very dangerous message. While women are seen as weak, passive, sexy, and objectified, men are presented as strong, tough, insensitive, and even violent beings. A factor in violence towards women can be attributed to how masculinity is defined. Anything feminine, such as compassion and sensitivity, is considered “unmanly,” while toughness is regarded as a necessity. The way men devalue anything feminine can lead to the devaluing in women and thus lead to “justified” violence.

Along with the objectification of women, advertisers use sexual imagery increasingly to sell products. The effect is harmful. Not only do parents resist educating their children on sex and intimacy, but also the message teens receive from commercials and ads is that sex is a dirty joke to laugh about. Sexual relations are encouraged while relationships are not, or if they are, sex is all that matters. Another message delivered by advertisers is that society will reward those who display sexuality. “Hotness” is all that matters, which makes women insecure and vulnerable, especially those who do not relate to the images they see. This insecurity can lead to depression, eating disorders, and low self-esteem. Women are expected to be sexy yet innocent, which is an oxymoron that cannot be attained. Killing Us Softly 4 (2010) brings to light a very serious problem that is blatantly ignored throughout each day. As a result, women continue to be discriminated against and oppressed by what they are told and who they are “supposed” to be.

Application

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Killing Us Softly (2010) presents a very real problem that most high school students struggle with as they begin to search and discover their identities. During this time, girls are greatly concerned about their physical appearance as dating and boys take over as a priority in their lives, and they seek to be “acceptable” in boys’ eyes as well as other girls’. The media, advertisements, movies, and television shows all put a large emphasis on physical appearance, and young women will compare themselves to what is deemed “sexy” and “beautiful.” This video by Jean Kilbourne is deeply relevant for high school girls and boys alike as they struggle with their image.

Kilbourne’s goal is to educate people on this issue and to spread the awareness of this epidemic. Teachers, especially those on the high school level, must educate students on the false imagery presented to them each day through advertisements. Having students bring to class examples they have encountered on their own would be a good project for them to partake in.

As they become aware of this issue, they will not simply “tune out” these offensive portrayals but perhaps begin fighting for change.

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Jhally, S. (Producer). (2008). Michael Kimmel: On gender [Motion picture]. United States:

Media Education Foundation.

Summary

Michael Kimmel begins his lecture on gender with a reference to the popular book Men

Are from Mars, Women Are from Venus by John Gray. A book that became so renowned that several other works and even a television series came about with similar titles. Kimmel explains that the title of the book implies that men and women are so different that they may as well be from other planets. However, despite the widely accepted claim, Kimmel presents that not only are men and women more similar than different, but that the two are more similar than different politically.

A large push towards equality can be seen through the institution of co-education. If boys and girls can receive the same education within the same environment, it can be inferred that their needs are more alike than special.

Michael Kimmel continues his lecture with several comparable surveys. 3000 women were asked concerning what they think of men. In 1970, two-thirds of women found men to be kind and considerate, but this number later decreased to only 44% when women were asked in

2005. 44% of women in 1970 believed that a man only wished to get in bed with them on a date.

The statistic skyrockets in 2005 to 77% of women surveyed. Concerning a man being more interested in his career than his family, 39% agree in 1970, while 56% say so in 2005. Though

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Teaching Gender Diversity the survey is about men, the results tell about women in actuality. Men are not doing worse necessarily, but instead women expect more from men. This is due to women’s lives changing between the 70s and the 21 st

Century. Kimmel identifies four areas of drastic change for women: identity, work, family, and intimacy.

Women made gender visible, and it became a part of their identity. Not until 1972 were the first Gender Studies programs coming about. With the newfound identity, women began to unite and work towards equal rights. This includes increased presence in the workforce. To demonstrate the quick progression, Kimmel asks the young ladies in the lecture hall who expects to work full-time after college, and almost all the young women raise their hands. When he asks about their mothers working full-time (half the hands go down) and then their grandmothers

(almost all the hands are lowered), the visual is clear: drastic change occurred within three short generations. Work leads straight into family, for women had to at one point choose between having a career or a family. Today, they balance the two and enjoy them both. Finally, in regards to intimacy, women now feel entitled to pleasure. Not only do women masturbate more in 1996 compared to 1954, but also the rate of faking orgasms has decreased. This implies that women are no longer feeling obligated to have sexual relations, or that it is part of their “duty” to please their husbands. These four aspects of a woman’s life has drastically changed over the years; however, the identity of men and what it means to be a man has not changed, which results in issues.

Michael Kimmel describes the ideology of a male in four simple rules: “no sissy stuff, be a big wheel, be a sturdy oak, and give ‘em hell” (2008). A man avoiding “sissy stuff” is concerned about his identity because it is not “masculine” enough. When the common term

“that’s so gay” is used, it does not refer to sexual orientation but rather to how masculine

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Teaching Gender Diversity something is. The idea of masculinity has continued to be the most prominent way to define a man. With gender equality, the identities of women have changed, yet the idea of what makes a man is still the same and always must be proven, which should not be the case.

Kimmel describes being a “big wheel” through a story about a show called

A Black

Woman Stole My Job . He simply wondered why the men who appeared on that show thought it was “their” job. Men, especially white men, feel they are discriminated against because they are passed up in promotions. This deprives men from being that “big wheel” because finally the privilege of being a white male is shown to them. This upsets them because gender equality is seen to only have negative effects on men.

Next, men need to be a “sturdy oak,” which concerns the balancing of family and work.

Men are traditionally the breadwinners of the family, while women tend to tend the family. As a result, fathers try to put aside “quality time” for their children, but that is not something that is scheduled with a child. Children prefer “quantity time,” and the memorable moments will occur naturally that they will remember and cherish. Men need to move from being a “sturdy oak” to a father, friend, and partner with his family. The job is not exclusively for mothers. With more involved fathers, the children do better in school, their wives are happier, and the men are healthier (and have more sex).

The final ideology of manhood is to “give ‘em hell!” This is part of being “manly,” and the idea of “safe sex” is seen as “not manly.” Kimmel speaks about how safety is not sexy in men’s eyes, but in order for a woman to be intimate, she needs to feel safe. This can explain the many cases of sexual assault and the spread of HIV. It all comes down to the choices men make.

The idea that Michael Kimmel is presenting is to include men in gender talk, which is mainly dominated by women and the changes that have come for them. However, the lives of men need

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Teaching Gender Diversity to change in the same areas as it has for women because the two face the struggles in the same categories of living. Kimmel closes with a quote by Floyd Dell in his article Feminism for Men in 1916: “Feminism will make it possible for the first time for men to be free” (2008).

Application

The lecture by Michael Kimmel is relevant for both boys and girls. Although some parts concerning sexual relations may be inappropriate for high school students, as it was a lecture for college students, there are several pertinent portions that can be presented. Talking about the changes in women’s lives as well as the lack of change in men’s lives will help to open their eyes to how times used to be like and how they can change today. A teacher can include discussion on why students think that the role of being a man has not changed alongside the new identity of women. By being conscious of these changes or lack thereof, students can begin questioning the roles society has placed upon them, and once they are aware of these roles through Kimmel’s lecture, then they can go about choosing an identity on their own without preconceived expectations.

The portion of the lecture on sexual assault and HIV is especially crucial for students to be aware of. The idea of sexual interactions and the actual acts are becoming a part of high school students’ lives, and the stress of “safe sex” is important. Not specifically for the purpose of preventing pregnancy or spread of disease (though important), but the concept of feeling safe and willing during the encounter. Neither one should feel uncomfortable at any point during the sexual encounter. It should be reserved for intimacy not aggression or even violence, as media may portray it. Being a “man” is about treating others with respect, and students must become aware of these expectations for men and seek to redefine it.

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Pacheco, L. (Producer/Director). (2006). The motherhood manifesto [Motion picture].

(Available from Bullfrog Films, PO Box 149, Oley, PA 19547)

Summary

The Motherhood Manifesto (2006) is a documentary concerning the lack of support towards mothers and families in general, whether it is from businesses or the government. Back in the day, 70% of married women took care of the home and the children, but in present times, the statistics have flipped where 70% of families are “juggler families,” which is when both parents are working outside of the house as they “juggle” the kids and chores. With so much work and little time for family, marriages can become strained trying to make ends meet. A large issue concerns the concept of maternity leave.

Some women and families are so reliant on the scheduled paycheck that the new mother needs to go back to work only days after the delivery. This is because only one in seven women receives any form of paid maternity leave. The United States is the only first-world country to not offer paid maternity leave. Most provide nothing less than six months, and the United States’ neighbor to the north recently extended the time from six months to one whole year for new

Canadian families. The Czech Republic even provides two entire years of paid maternity leave.

If American women want some paid time off after giving birth, they need to head west to

California where they are given six weeks paid leave. The connection between mother and child is critical during those early moments in an infant’s life. The same is true for the father as well.

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The time is important, but money trumps everything when it comes to food on the table and a roof over the family’s heads.

The Motherhood Manifesto (2006) next explores flexible work schedules. Jim Johnson is one who believes that people deserve to have a family as well as a meaningful career. When he asked if not offering benefits to part-time workers affects mainly women, he knew things had to change when the answer was yes. He began offering flexible hours and found only benefits to him and the company. The turnover of new employees slowed immensely and any new hires brought new talents that otherwise would not have been attracted to the position. Employees have the chance to change hours and take necessary time off. Johnson experienced so much success that he was able to build a new building. However, Johnson is among the few to offer such benefits to his employees, unlike how other countries offer the same benefits to part-time workers, and employees can ask their employer to change their schedule.

Another issue presented concerns the amount of television and other forms of media children are exposed to. On average, kids view eight hours each day, and parents often cannot even supervise what their children watch. Schools let out at around 2:30 p.m. while parents may work until four, five, or as late as even seven o’clock at night. Some students are home alone with no parental supervision because of the long working hours required to pay the bills. This can cause rifts in the family with the limited interaction between its members. After-school programs become a necessity to keep kids active as well as from getting in trouble with the wrong crowd.

The documentary proceeds to examine healthcare for kids, for many families need to simply pray that their child does not get sick. Some families have insurance, but if their child has a condition that requires several doctor visits each month and lots of medication, the still

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Teaching Gender Diversity have co-pays and pills to pay for, which add up quick. In fact, one-half of bankruptcies involve healthcare issues, and nine million children do not have healthcare. Sick kids lead to sick parents, who do not have paid sick leave, and thus must go to work sick, which further spreads the illness. If mothers had maternity leave, their babies and kids will be healthier with parental support. Also, children get better faster when parents are home taking care of them. Some parents lose their jobs to spend time at home with their sick kids. Other countries are shocked by the United States’ lack of support for kids.

The Motherhood Manifesto (2006) ends discussing the low wages of childcare workers.

Quality childcare costs around $1,000 a month, which most parents cannot afford. Therefore, children are placed in establishments where the employees make around $17,000 per year. Great childcare is not available to many people, despite living in the richest country in the world.

However, despite its richness, the United States has the highest percentage of poor. People ultimately need to choose between putting food on the table and being at the dinner table.

Application

This documentary is educational for students readying themselves to enter the real world.

In the United States, people must be aware of the difficulties a newborn child will have on someone’s life. The supports that most countries have are not available to new mothers and families trying to make ends meet. This type of information can help students to make the right decisions when they begin making their way into careers and families.

They will also grow to appreciate what their parents, especially their mothers, have done for them. If the school is in a lower socio-economic region, the students may be able to relate to many of the issues presented in the film, such as having both parents (or the parent) at work while they must fend for themselves after school hours until the parent(s) arrive home. They will

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Teaching Gender Diversity begin to understand the difficulties that have been pressed upon their families. Awareness can thus spread. A teacher can use parts of this documentary to discuss why the United States would be so deficient in this area. The history of women being housewives still persists with the absence of such legislation.

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Elmore, K., & Oyserman, D. (2012). If ‘we’ can succeed, ‘I’ can too: Identity-based motivation and gender in the classroom. Contemporary Educational Psychology , 37 (3), 176-185.

Summary

Students allow gender identity to define their academic success at times, where boys may think working hard is not “cool” or think that being organized and neat is a female skill that males cannot gain (Elmore and Oyserman, 2012, p. 176). Within this study, Elmore and

Oyserman make two predictions: “both boys and girls are sensitive to gendered cues about who is likely to succeed in school . . . [and] that this sensitivity influences both the content of children’s identities and their willingness to work hard at academic tasks” (p. 176). They indicate that a student’s current successes and the successes of those similar to him or herself, such as gender, help shape their future identities as adult (p. 177). Boys and girls alike also avoid association with identities that they perceive as undesirable, and this type of thinking begins at a young age, as early as two years (p. 177). Gender-identity does have an influence on life, and it can be manipulated to achieve more desired outcomes, unlike the belief that working hard is “uncool” for boys.

Within the actual study, Elmore and Oyserman predict that subtle contextual cues concerning gender-identity that is similar to the student will affect his or her academic success

(p. 179). Students who are presented with success of a gender similar to their own will work harder and have a stronger sense of a positive future as a result of that cue, which covers the second prediction by the researchers. The study involves students answering math related questions based on graphs that incorporate graduation rates and average income for the surrounding area. For half of the students, the graphs also included gender information, which showed success for girls in graduation rates and for boys in income. They then were asked to

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Teaching Gender Diversity imagine their future in what they expect for themselves and what they hope to avoid. Finally, the students were to attempt to manipulate numbers through addition, subtraction, multiplication, or division to come to a specific number in as many ways as they can. It was up to the student how many times he or she wanted to attempt it. Information was recorded and results were found.

Students’ futures were depicted as more “school-focused” when they were presented with a form of success that relates to their gender. Also, when gender was portrayed in the graph, both boys and girls imagined a future with more education and better pay than the average

American. Then, in relation to the math problem, boys attempted the problem more times when gender was identified in the graph than boys who were not exposed to the gender information.

However, girls worked equally as hard no matter the conditions of the graphs. As a result,

“when success was linked to one’s own gender rather than to the other gender or not linked to gender at all, children reported more academic goals for themselves” (p. 183).

Application

This study presents several pertinent bits of information for educators to remain mindful of within the classroom. Students will be directed by their gender identity in the choices they make and the expectations they hold for themselves. Teachers must attempt to remedy any misconceptions students may hold based on gender or other aspects of diversity. Since they avoid activities that seem undesirable, educators can manipulate things like school and studying in ways that show positives in their future that makes effort in their current position to be more attractive.

The study also gives support for a more gender-balanced curriculum. Students tend to perform on a higher level when success is associated with their own gender. Therefore, providing more lessons from female perspectives and including more female historical figures

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Teaching Gender Diversity will allow female students to link the figures’ successes to their own life, which will help them strive for and achieve greater goals. Teachers will learn from this article that relating to students’ identities and presenting them in positive, successful ways will assist them in imagining a better future.

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Tetreault, M. (1986). The journey from male-defined to gender-balanced education. Theory

Into Practice , 25 , 227-234.

Summary

This research article by Mary Kay Thompson Tetreault investigates the educational journey of creating a gender-balanced curriculum. For the longest time, education was maledefined, preparing the boys for future careers while the girls’ aspirations were limited as the children learned about their specific sex roles. Tetreault makes note that “schools reflect the society they serve” (1986, p. 227). A male-dominated society would thusly concentrate on the boys in education, and the girls would be prepped for their future positions: housewives and mothers. However, girls would be educated alongside boys, but their future careers were never of the same caliber as the boys. Women occupied such roles as “clerical, sales, service, or plant jobs” (p. 227). As a result, a misconception becomes apparent. Despite being educated in the same classroom as the males, females do not receive equal education. The reason for the discrepancy can be attributed to male-defined curriculum.

With the addition of Title IX and the feminist movement, women gained rights and access to the same activities as men in the public sphere. However, society and education is still defined by men. Simply at this point, women are allowed to do as and be like men, while still ignoring the value that women have consistently contributed through history to the present. The diverse aspect of gender thus becomes meaningless, as a differentiation between men and women is not being made.

The goal of sex equity is not simply representative of only women. Tetreault acknowledges that many subgroups exist within “woman,” which includes various minority groups dealing with their own struggles and quest for equity. She also makes note the even men

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Teaching Gender Diversity of minority groups encounter similar types of discrimination and are also not represented in society or education. Not only does the feminist movement open up the door for genderbalanced education, but for ethnic, racial, and social class balance as well.

Tetreault further examines the traditional curriculum, specifically within humanities, which was “tied to civic life and leadership in the public arena” (p. 230). Since women were not allowed in the public arena, the lives of women are completely ignored. A proposition is given to redefine humanities to include not only the public arena but the private ones as well, which will provide greater insight into a more complete experience of humanity within a specific time period (p.230). A redefinition of not only humanities but also the curriculum itself is necessary to balance all aspects of diversity through equal representation. Simple additions of contributions by women to a male-defined curriculum is not shone in equal light but rather seen as trivial bits of information compared to the male figures. If the lessons are from the female perspective and history is defined based on the efforts of women, new moments of significance are discovered (p. 230).

Overgeneralization must be avoided and the importance of diversity cannot be ignored.

Student experiences need to integrate with the material in order to interact and participate in the learning process. The traditional, objective perspective does not allow for questioning.

Collaboration is key in allowing personal perspectives of students in “searching for understandings about their world” (p. 231).

Application

The article by Mary Kay Thompson Tetreault is best applied during a teacher’s planning period. By becoming aware of the journey taken towards a more gender-balanced curriculum, educators can be mindful of their lessons and from what perspectives they are being taught.

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Adding literary works written by women will help students become more aware of influential, female figures, but the teacher should ensure that greater depth is taken than a simple introduction. To achieve true gender-balance, the female perspective must be taken, not simply a male-perspective on a female figure. Though the public arena was run by only men, women still contributed greatly from the background in their own private arena. The lesson learned from the article is to be aware of the diverse aspects of the students and assist them to question and examine the subjects from multiple perspectives. Through discussion and collaboration, students will learn to investigate instead of accepting facts from the typical, mainstream curriculum.

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Robertson, J. (2012). Making games in the classroom: Benefits and gender concerns.

Computer & Education , 59 (2), 385-398.

Summary

Video games have become a large part of the lives of children, especially those in adolescence. Judy Robertson conducts a study in this article to examine how this integral part of a youth’s life can be utilized in the classroom in a meaningful way. The activity calls for students to design a computer game and encourage using new media storytelling techniques, visual design, and audience awareness (Robertson, 2012, p. 385). However, there is concern as to whether integrating a computer game project within student studies will benefit boys more, as the activity of video games is more attractive to them. Though at the same time, girls reportedly outperform boys in narrative exercises and creative thinking skills, which may give them the advantage in a game creation project that calls for a large portion of dialogue. The study not only explores the effectiveness of the activity but also compares ratings based on specific criteria between boys and girls.

Designing a 3D role-playing game set within a fantastic world requires many higherorder thinking skills. Students must formulate a plot and progress it through dialogue among many characters within environments designed by the student as well. Specific locations can develop the story further as well as special items with tagged information that hints at objectives that are to be accomplished to progress events. Game making requires “a range of creative skills including problem finding, problem solving, evaluation and communication” (p. 386). The stages suggested for students to follow are to imagine an idea for a plot, create it using the program provided, play with their creation to see if it works, share it with friends to evaluate their product, and finally reflect on advice given from friends in hopes of improving the finished

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Teaching Gender Diversity design. Then, a final skill students must bring to the project is peer and self assessment, as they will be required to evaluate other students’ games through a rating system with textual reasons for each given score in attempts to help improve others’ games. It also is a means for the teacher to assess a student’s evaluation skills.

Some gender differences in regards to video game play involve the frequency and duration of game play and the use of in-game creation options. A higher percentage of boys play video games each day, a larger portion play for two hours or more each day, and they are more inclined to use creation options within those games than girls (p. 387). Though 97% of all children play video games, boys clearly invest more time in them. The two genders also prefer certain types of games, but in regard to the type of game creation program they will use in the project, both boys and girls are “equally motivated to ‘create their own world’ within the game”

(p. 387). Therefore, an in-class computer game, creation activity would not be disconcerting for girls. Although, girls are found to be less interested in technology, but on the other hand, boys are less skilled in writing and narrative skills. Equal playing fields are formed based on the different strengths and weaknesses the two genders bring to the project.

The unit surrounding the fantasy game creation includes the fantasy classic The Hobbit by J.R.R. Tolkien. The example of an adventure story within a mystical land will provide an outline of what is expected within the student’s own game design. Tasks related to the project given by the teacher included “vocabulary exercises, discussion, brainstorming, story writing, drawing, craft-work, and individual reading of fantasy novels” (p. 389). Within the actual software creating the game, students spent around an average of six hours. Near the end of the project, students would play other students’ games and fill out comment cards that contained constructive criticism. Then, after final edits, the games were rated by two experts based on the

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Teaching Gender Diversity following criteria: “storyline, visual design, spatial player guidance, player purpose, player choice, characters, dialogue, imagination and player engagement” (p. 392). The researchers also examined if the results varied based on gender and whether there were gender differences during the game making process.

The students performed well in the visual design aspect of the game; however, their audience awareness was greatly lacking. It was as though the students could not anticipate that

“a player who was new to the game would find it hard to know where to go next” (p. 393).

Objectives and directions must be made clearer for people who were not part of the design process. High scores were given to students that were able to create “interesting quests, attractive areas to explore and balanced combat” (p. 393). These higher scores belonged to the girls in each of the categories rated. Reasons for the better performance can be found within the game making process, where girls were much more likely to edit their design based on comment cards from their peers. They also spent more time typing dialogue for characters, which helps formulate the plot and narrative of the story. Though the concerns were that girls would be at a disadvantage for a project that involved activities more attractive to boys, the girls outperformed the boys with their strengths in creative writing and narrative skills.

Application

The use of video games by adolescents is astronomical and should be utilized in education. The idea of using a computer game creator program is smart, as it calls for several higher order thinking skills. They must apply their knowledge of fantasy literature and basic story structure in order to synthesize their own tale within a medium other than writing. Then, students will be asked to evaluate each other’s games and provide constructive feedback, helping their classmates as well as improving their evaluation skills. This project knocks out the entire

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Teaching Gender Diversity pyramid of Bloom’s taxonomy, and it does so in a creative, fun way that is attractive to the students.

The research also eliminated the misconception that an activity attractive to boys would leave the girls at a disadvantage. The girls outperformed the boys in each category. However, a teacher should still be mindful of who a specific project or activity may appeal to more. At the same time, a teacher should not eliminate the idea of an activity because he or she fears that one gender may be at a disadvantage. Educators will be pleasantly surprised by the skills of their students.

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Twain, S. (1996). Black eyes, blue tears. On Come on over [CD]. Nashville, United States:

Mercury Nashville.

Summary

“Black Eyes, Blue Tears” (1996) is a powerful song by Shania Twain on the freedom of escaping an abusive relationship. Within the relationship, the woman (or even man) is oppressed with physical force, being given “black eyes” on the delivery end of “punches” and “abuse,” and the speaker is simply “beggin’” for the partner to stop as he or she is “cryin’ in the corner”

(Twain, 1996). However, once the speaker escapes from the abusive partner, “freedom” is found, and he or she is now “free to dream,” something that was impossible before within that relationship. With the newfound freedom and “self-esteem,” she vows to never go back and would rather “die standing than live on [her] knees, begging please.” Twain gives hope to those within an abusive relationship, that life is brightest when one can stand up for his or her rights and freedoms. She wants women to seek deliverance from an oppressive life.

Application

Unfortunately, it is not all too uncommon for people to be stuck in an abusive relationship, even on the high school level. The abuse does not have to be straight up physical assaults, but verbal abuse is oppressive as well. The song can be applied to boys as well, as they may find themselves with a girl that forces them to do things for her at all times, leaving him to follow her like a queen. Not that boys should not treat girls with the utmost respect, but girls can abuse those expectations, which forces the boy to spend all his time and money on her. This song presents a future, a hope for those stuck in that relationship. Freedoms should not be stripped away from those in a relationship, and many may not know what their life should be like. Shania Twain provides that insight.

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Students can discuss different ways a person can go from the abusive relationship the song presents to escaping to the freedom the speaker reaches within the lyrics. They will analyze different scenarios and evaluate the effectiveness of proposed “escape plans.” Students can work in groups and rebut each other’s ideas with support for their disagreements until they reach a concurrence of how to achieve that freedom.

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DiFranco, A. (1995). Not a pretty girl. On Not a pretty girl [CD] .

Buffalo, United States:

Righteous Babe Records.

Summary

“Not a Pretty Girl” (1995) by Ani Difranco explores misconceptions and expectations of women. Females are thought to be “pretty girls” who are frail and weak and need saving by male counterparts. But Difranco argues that she is “not a pretty girl” and is not a “damsel in distress” that she can take care of herself. However, women are not expected to stand up for themselves, but simply to be pretty girls to please men by being “dirty and smiling.” Difranco presents the ideas of a new generation, of women working for themselves and being their own

“patriot.” She suggests that kittens, which are metaphorical for women, figure out how to get down from a tree whether a man shows up with a ladder or not. Women are no longer pretty accessories for male entertainment but have earned their own life of being “more than a pretty girl.”

Application

Ani Difranco’s song is not as straightforward as most. Therefore, it provides a good opportunity for students to use their analysis skills. The teacher can provide sheets of paper with the lyrics printed on them to distribute to each of the students. After listening to the actual song, students will be asked to analyze the words on their own and what they think they mean. After an allotted amount of time, students will pair up or form groups to share their understandings of each line of verse. The teacher will help guide questioning and discussion in the proper direction for students to discover meaning on their own. At the end, the class will come together as a whole to share findings and inferred meanings for the lyrics.

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Difranco’s song presents people with this idea of a “pretty girl.” In modern media, what is found to be “pretty” has been defined through movies, commercials, magazines, and any other source imagined. Difranco challenges people to break from that perceived definition in order to embrace true beauty through freedoms and rights and acceptance. People should strive to be

“more than a pretty girl” (Difranco, 1995).

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Arie, I. (2001). Video. On Acoustic soul [CD]. New York City, United States: Motown.

Summary

India Arie gives the listener a simple yet powerful message in her song “Video” (2001).

She presents several activities and items that have become synonymous to what it means to be a woman: shaving legs, combing hair, painting nails, and buying clothes. However, she says that she may do those things or that she many not because she is “not the average girl from your video.” She explains that her “worth is not determined by the price of [her] clothes” or any of the other items, activities, and attributes that have come to define a woman. Arie instead suggests that she is not any less of a woman if she does not wear “panty hose” because her mother told her that ladies are defined by what they know, not the clothes they wear. She has learned to accept every aspect of her being (feet, thighs, lips, eyes) and embrace each one for that is who she is, and she says that God made no mistakes. When someone accepts who they are, they do not need fancy things like mink furs, pricey cars, or caviar. She finishes talking about not needing “silicone” because she prefers her “own.”

Application

“Video” by India Arie is a song most students should hear, especially those in high school. Secondary education is the time when boys and girls begin forming their identities and become greatly concerned with physical appearance, primarily the girls. When they watch music videos, movies, and commercials, girls are exposed to “perfect images” that they feel is something they must strive for and attain. If they do not reach that goal, they may feel worthless and undesirable based on how they measure up to what has been defined as “beautiful” in modern culture.

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Arie presents a message that suggests those attributes do not define what it means to be a lady. Self-acceptance can be a difficult thing, especially for high school girls, but it is vital to dismiss the pressures placed upon them by the media and entertainment and simply embrace what makes them unique and beautiful. The final point made by Arie is very relevant with the amount of expectation and obsession with large breasts in American culture. A woman may feel the need to have silicone implants in order to be desirable by men. Arie stresses self-acceptance, and once the person knows her own worth, others will begin to see it as well, at least those who matter.

This song can be used as a simple bell-ringer to start off class. The context in learning should not be relevant because the message of India Arie’s song needs to be heard by students and adults alike. Self-love is often the hardest to attain.

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Abbott, E., & Greenhut, R. (Producers), & Marshall, P. (Director). (1992). A league of their own [Motion picture]. United States: Columbia Pictures.

Summary

A League of Their Own (1992) follows the story of two sisters from Oregon in 1943.

World War II has been fully underway, and many of America’s men are overseas fighting, including the baseball players. Walter Harvey, the candy man, promises that baseball will still be brought to the public. An all-girls baseball league is formed to serve the purpose of promoting Harvey’s business and products, but it becomes something much more.

A recruiter comes to Oregon and is immediately impressed by Dottie (played by Geena

Davis), with both her talent as a ball player and her good looks. Hesitant at first, Dottie agrees to go to the tryouts with her kid sister Kit (played by Lori Petty). Before they arrive in Chicago, they make another stop to pick up a female baseball player. However, the recruiter is ready to leave without her because she “ain’t pretty” despite her premium skill. Dottie and Kit refuse to leave until the recruiter allows Marla to come.

A radio report speaking on the female baseball league condemns the idea of women playing ball, and they call it a “masculinization of women.” They question, “What kind of girls will [the men] be coming home to?” The report finally denounces the female league to be “the most disgusting example of this sexual confusion.” However, baseball for the women is discovered to be less “masculine” than they had planned. All players are to play in short skirt

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Teaching Gender Diversity uniforms, and they are not to smoke, drink, or have relations with men. They also must attend beauty school in order to learn to be a “lady” and look like one too.

Jimmy Dugan (played by Tom Hanks), an ex-baseball player and a drunk, becomes the team manager for Dottie and the Rockford Peaches. He, however, does not care one bit about coaching and prefers sleeping at the games. Spectators laugh and ridicule the girls at their first game because they all believe “girls can’t play ball!” Instead, they are more interested in looking at the girls, as that was the original intent of forming the league: a promotional stunt to draw crowds with pretty girls.

After a rough start, the league really kicks into gear as crowds are drawn through the women’s supreme play and flashy antics. But despite its success, Harvey does not intend to continue the league past the season because the war is coming to a close and men’s baseball will soon be back to take over. Lowenstein, Harvey’s promotional assistant who thought up the league idea, is troubled by the complete disregard for the ladies who have sacrificed so much to help out, that it was their “patriotic duty” to take the place of the men while they were away just to be sent “back to the kitchen” when the men return. Harvey dismisses the talk and says there is no point of keeping the league past the season.

Dottie is about to do just that when her husband returns after being injured in the war.

She packs up her belongings to drive back to Oregon to live her life because if she has her husband, she does not need baseball. Jimmy tries to convince her that she will regret giving up something she does so well, but Dottie leaves anyway.

However, during the championship game, Dottie returns to the roster to play against the team her younger sister Kit was traded to earlier through a misunderstanding. In the end, Kit’s team wins, and the sisters go their separate ways. Lowenstein is able to keep the Women’s

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Teaching Gender Diversity league running from 1943 to 1954, and the ladies all reunite for the grand opening of a museum to commemorate the league that women could call their own.

Application

The movie A League of Their Own (1992) is a good movie to show the transition of female duty during World War II. The men were off to fight, so the women had to fill in the gaps, such as factory work and other occupations that were traditionally thought of as “man work.” The baseball league is just another example of how women took over the jobs of men and performed well beyond expectations. The movie portrays how spectators would laugh at the idea of girls playing baseball and simply attended only to see ladies in short skirts. But the women proved them all wrong through hard work and excellent play, drawing crowds eager to watch competitive sports.

A League of Their Own (1992) shows how the idea of women playing sports back in the

1940s was ridiculed and even seen as “disgusting.” Students will have the opportunity to see how women began to break away from those traditional roles. Nothing was more masculine than playing sports (except maybe fighting in WWII), and the ladies proved that it is not reserved for men. This is a huge step towards breaking from the norms of the time because women could play, work, and do everything while the men were away, and they did it well. The movie is a good source of history for students to see how women have fought to be regarded along the likes of men. Students must understand where the country has been to fully grasp why the country is as it is today. Then, they can begin seeing where the country is headed and start working for what they want it to become.

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Johanson, F. (Producer), & Newell, M. (Director). (2003). Mona Lisa smile [Motion picture].

United States: Columbia Pictures.

Summary

Katherine Watson (played by Julia Roberts) is a freethinking Art History teacher from

California who moves to Massachusetts to teach young women at Wellesley College in the

1950s. The school is very conservative and sticks to traditions, and the girls are so disciplined that Watson’s students know the entire textbook on the first day of class. Though the day was tough, she does not give up.

The next class, Watson breaks from the syllabus and textbook to have students examine more modern art. It is immediately dismissed as being bad and not art. One student named

Betty (played by Kirsten Dunst) says that the “right people” decide what is good and bad

(Johanson, 2003). Watson wants her students to examine and decide on their own.

Watson begins to discover how conservative the college is. The school nurse is fired for providing contraceptives to students in a time when contraceptives are illegal in Massachusetts.

Another instructor teaches a class on being a proper lady and wife. When a student speaks out to ridicule the class, the teacher responds, “A few years from now, your sole responsibility will be taking care of your husband and children” because the only grade that matters is “the one he gives you.” Then, Watson is conversing with another instructor and complains about how the

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Teaching Gender Diversity school teaches the girls the “right way of thinking,” and he responds that it “saves on thinking for yourself.”

A student named Joan (played by Julia Stiles) complains about a low grade she received, and Watson stresses that she wants Joan to think for herself and not copy a critique by an expert.

The conversation leads to what future Joan expects with her straight ‘A’ record, but Joan has not really thought about it because she plans to get married. Watson wants her to know that she can have both a career and a family and gives her an application to Yale.

Watson is warned to teach less modern art because of Wellesley’s traditions, and her

“unorthodox” teaching style is not encouraged. The tradition for the young women is to get married and raise a family, as Betty does to attain everything she ever “dreamed.” Watson is not perceived as an appropriate role model because she is not a married woman. However, she instills a concept into some of the girls: she does not plan her life around marriage.

Betty is offended by this break from Wellesley’s tradition, and writes an editorial about how Katherine Watson is encouraging students to “reject roles they were born to fill.” Watson responds by displaying slides of women in advertisements and the oppressive roles assumed upon them. She was excited to come to Wellesley to work with the “smartest women in the country,” but is disappointed that they are simply waiting to be proposed to rather than seeking to become future leaders.

Betty comes to discover that her “perfect” life has been a lie, for her husband has been cheating on her. She examines the Mona Lisa painting questioning the smile etched on her face.

She wants to know if the woman in the portrait is happy because she looks happy. Her mother urges Betty to go back to her husband and give him a chance, but Betty ignores her. She responds by saying, “Not everything is as it seems.”

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Katherine Watson is invited back to teach another year but with conditions: adhere to the syllabus, submit lesson plans for approval, and maintain professional relations with fellow faculty members. She decides not to come back. As she leaves, all the girls ride after her in goodbye because Katherine Watson helped them “see the world through new eyes.”

Application

Mona Lisa Smile (2003) provides insight on the duties and roles of women in the 1950s.

Even though they were educated at a fine institution, the expectation was for them to get married and sacrifice any potential career endeavors. The idea of having both a career and a family was unheard of for a woman. Examining their curriculum, the girls were expected to simply accept what they were taught from the textbook and not to question and decide for themselves. The identity of “woman” was being decided for them.

Several scenes can be presented to students for them to examine and apply what was in

1950 to how things are today. Are the expectations and roles of women the same? How do they differ? By having them make the comparisons, they can see how outdated some conceptions are that still persist. This movie also would work well for an art class or English class. At times, students can become so obsessed over what something is said to mean rather than exploring the meaning on their own. Guidance is necessary to understand historical context, but an expert’s opinion should not dictate any work of art’s meaning. The character played by Juliet Roberts allows her students to discover on their own rather than memorizing books, which is what all teachers should strive to be.

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Coats, P. (Producer), & Bancroft, T. & Cook, B. (Directors). (1998). Mulan [Motion picture].

United States: Walt Disney Pictures.

Summary

This animated movie by Walt Disney Pictures portrays the life of a Chinese daughter

(voiced by Lea Salonga) who is being prepared to “honor” her family (Coats, 1998). The one way for a young woman to honor her family is to pass a test of inspection by a Matchmaker and be married off to a suiting family. However, young Mulan is too much of a free spirit to be shackled by the propriety of being a silent, obedient counterpart of a man. Ultimately, she fails the “test” with the Matchmaker and is proclaimed a “disgrace,” dishonoring her family name in the process.

Though her father is patient, he will not tolerate dishonor when she speaks on behalf of him when he is accepting his duty to serve in the Imperial Army to fight the Huns that are invading China. Mulan begs for them to reconsider forcing a member of their family to serve, as her father has already served and was honored greatly for his noble service, but her request is met with disdain and disappointment. She is meant to “hold her tongue in a man’s presence.”

Later that evening, Mulan witnesses her father in great pain as he tries to practice his swordsmanship. When she begs him not to fight, he responds that “it is an honor to protect my country and my family . . . I will die doing what’s right! I know my place. It is time you learned yours.” Mulan runs from the house crying, but soon comes to a resolution. Instead of taking

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“her place,” she decides to cut off her hair, steal her father’s armor and sword, and ride off to join the Imperial Army. She is discovered missing, but her father cannot chase after her, for if he reveals her to be a woman in the army, they will punish her with death.

The grandmother prays to their ancestors to protect Mulan, and they all awaken within the shrine. They discuss amongst themselves which guardian should be sent to retrieve and protect Mulan. A small dragon named Mushu (voiced by Eddie Murphy) takes on the task with a selfish agenda to earn honor among the ancestors. Mushu catches up with Mulan and begins to teach her how to act like a man. These “manly features” include spitting, strutting around, fighting, and slapping behinds, all of which she is not all too good at.

The leading officer and trainer of the new recruits, Shang (voiced by Donny Osmond), is disappointed in the quality of men he needs to train to become soldiers. Right from the start,

Ping (Mulan’s boy name) and Shang are at ends with each other as Ping continues to cause trouble in the camp. He breaks out in a song titled “I’ll Make a Man Out of You.” Before too long, the recruits become close friends and begin excelling at all their training exercises, and

Ping turns out to be the top student.

Eventually, they are called to war against the Huns and soon discover that the entire

Imperial Army, led by Shang’s father, has been destroyed. Shang and company are all that remain in protecting China, and are soon pinned down by thousands of Hun soldiers.

Ping/Mulan is struck with an idea and defies her commanding officer by stealing a final rocket to shoot a snow-covered mountain peak. As a result, an avalanche occurs and defeats the entire

Hun army. In the process, Ping saves Shang’s life but is injured. The medic arrives and a disturbing truth is revealed: Ping is really a woman.

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A worker of the Emperor reveals her identity to all the men, throwing her into the snow while shouting, “dishonor” and “disgrace.” Shang begins to fulfill his duty by exercising the ultimate punishment for Mulan’s crime, but he throws the sword to the ground and spares her life, as she had saved his. He gathers the troops and heads to Shanghai to meet with the

Emperor.

Alone in the cold, Mulan witnesses the emergence of some Hun troops, including the leader Shan-Yu. They head towards the city to finish what they started by killing the Emperor, and Mulan follows them in order to warn Shang and the others.

A massive festival takes place for the “heroes of China,” and all the men in Shang’s troop are being honored for their victory. However, none of the men, including Shang, are happy because they know the honor belongs solely to Mulan. Before long, Shan-Yu and the Huns appear and take the Emperor hostage. Mulan tells the men that she has an idea to save him, and a few loyal friends go with her, but Shang remains behind. When they begin preparing for their plan, Shang finally overcomes his fear of following a woman and helps Mulan and the others.

Through dramatic action and silly scenes, Mulan defeats Shan-Yu and saves the Emperor.

Shang defends Mulan by calling her a “hero” as one of the Emperor’s men deems that “that thing is not worth protecting . . . she’ll never be worth anything.” The Emperor arrives and speaks up by deeming Mulan the savior of China, and he bows in reverence and respect to Mulan, and the rest of the people present follow his example. She is given gifts from the Emperor to give her family in great honor, but her father disregards them and proclaims that the greatest honor of all is having Mulan as a daughter.

Application

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Though the movie is set in China, several correlations are present that can apply to the treatment of women in the United States. It was believed, and still is apparent in some cultures and groups, that the “duty” of a woman was to get married, have babies, and please her husband, similar to what Mulan is being prepared for in the beginning of the movie. She is not even meant to speak in a man’s presence, much like how a man was seen as the “head of the house,” the one who makes the decisions and speaks on everyone’s behalf.

Presenting the song segment “Honor To Us All” to a class will represent the expectations and the “duty” of a woman in that culture. Students can be asked if they agree such attributes are

“honorable” even today. Then, if “Honor To Us All” is about women, “I’ll Make a Man Out of

You” is certainly the song concerning men. Shang makes a point in the song by asking if they had “sent me daughters when I asked for sons?” The fragility and weakness of the men are seen as female attributes, assuming that women cannot be tough, even though Mulan proves them otherwise. “Honor To Us All” speaks of stereotypes and expectations of women while “I’ll

Make a Man Out of You” speaks the same for men. Men are expected to be strong and tough in order to fight and win. The students can be asked if these same attributes hold even in today’s culture. Then, they can compare and contrast the expectations between the two gender roles.

Though there is a transformation in attitude towards the end of the movie, the man working for the Emperor is still hesitant and refuses to acknowledge the great deeds accomplished by Mulan. Students can discuss different tasks and duties that they feel is best suited for a particular gender. They may bring up how men are often in leadership roles and are trusted more in such positions, which is similar to how Shang is unwilling at first to follow

Mulan’s plan to save the Emperor. Students can explore why men are less inclined to follow a female leader.

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References

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Rauhe, B. J. (n.d.). Infusing equity by gender into the classroom: A handbook of classroom practices. Retrieved from http://www.ricw.ri.gov/publications/GEH/lessons/358.htm

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