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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
Effective Strategies to Value Male and Female Learners in an Elementary Classroom
Rachel Atkins, Katelyn Bell, Kristen Fannon, and Kate Sommers
James Madison University
In partial fulfillment of requirements for the Master of Arts in Elementary Education
December 6, 2013
Dr. Teresa Harris
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
Abstract
During a fifteen-week qualitative study, four graduate-level practicum students inquired to
answer the question, “In a gendered world, how do we value both males and females in the
classroom?” In collecting data, we used a variety of methods including teacher and students
interviews and surveys, as well as videos and photographs. Researchers observed and
documented the implementation of three specific strategies aiming to value gender across
classrooms and grade levels. Researchers found that implementing the Think, Pair, Share
strategy, using the “Ask Me Mailbox” communication tool, and the Popsicle Stick method of
random name generation valued both boys and girls in the classroom. These strategies helped
eliminate teacher biases and provided opportunities for all students to engage and participate in
their learning. Data revealed teachers could successfully value gender in their classrooms by
implementing strategies that increase all student participation and foster a strong classroom
community as well as design a gender equitable environment.
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
Effective Strategies to Value Male and Female Learners in an Elementary Classroom
In a changing educational world, why is it that the age-old stereotype that girls are better
at language/creative subjects while boys are better at math and science still exists? If we as
teachers are encouraged to value all individuals in the classroom, we need not only value
students based on ability, socioeconomic status, and cultural differences, but gender as well.
Although we do not see gender bias explicitly taught in the classroom, we do see the results of
gender stereotypes in student performance, test scores, and even on the playground. This
common “myth” is not one that has gone unheard. This idea framed the question that started our
inquiry into gender bias in today’s classroom: “In a gendered world, how do we value both males
and females in the classroom?” and our sub-question, “What are effective strategies we can use
in the classroom to value both male and female learners?”
All of us had different experiences either validating or negating this myth. Some of us
grew up believing that we were bad at math and when struggling, the stereotype was reinforced
through statements from females in our life such as, "I wasn't good at math so that's probably
why you aren't doing so well," or "Your dad and brother are good at math but you are much
better at creative writing," or "Just concentrate on doing really well in the other subjects so you
can at least make up for math." This stereotype, for some, held up for the majority of our
educational experience and affected the way we viewed certain subjects.
For others, this stereotype was contradicted. We were better at math not language arts or
creative subjects. Math always came easy to us, whereas language arts was much more difficult.
Some were even placed in advanced math classes. This took our inquisitive nature further by
contradicting this so-called “myth” that has stood for several years in our minds. This also
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
showed us there is more than one perspective in this matter and we had to consider all of them
while we conducted our research.
Our goal for this project was to explore and address potential gender biases in the
curriculum and our own teaching, as well as find effective ways we can work to address the
strengths and weaknesses of both boys and girls in equitable ways across the subjects and grade
levels. We implemented and investigated different teaching strategies across various grade levels
to observe students’ responses and self-perceptions of themselves in the four core subjects. We
began this study to raise awareness of our own biases in our teaching and to promote a genderneutral classroom in which children are aware of gender, but not controlled by it.
Literature Review
Historical Context
Based on the stereotype girls are good at language arts and boys are good at mathematics
and science, one could suspect that bias exists among males and females in the elementary
school setting. There is considerable evidence that gender differences in mathematics, science,
and language arts achievement exist as early as the student’s arrival to Kindergarten. Gender bias
can be dated back to the time of Rousseau, a Genevan philosopher in education, who believed
that women were “not qualified for research in abstract areas such as math and science because
their brains were unfit” (Lucidi, 1994, p. 10). Decades later, Dr. Edward Clarke, a member of the
Harvard medical faculty, argued in his book, Sex in Gender, that women attending high school
and college were at risk because the blood destined for the development and health of their
ovaries would be redirected to their brains. He worried that if women studied too much in school,
they would be left with “monstrous brains and puny bodies” (Sadker & Zittleman, 2009, p.168).
Clarke recommended that females should be given a less demanding education, easier courses,
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
no competition among peers, and frequent breaks to rest during lessons to protect their
reproductive organs (Sadker & Zittleman, 2009). While the gender stereotype remained an
ongoing issue, efforts were made to provide opportunities for females in education. Some of
these opportunities were granted in 1972 with the establishment of Title IX. Title IX was formed
to address the concern of gender equity in classrooms by making it “illegal to treat students
differently or separately on the basis of gender (Gollnick & Chinn, 1994, p.143)” (Marshall &
Reinhartz ,1997). Some of the programs and activities included in this legislation were,
“admissions, recruitment, financial aid, academic programs, student treatment and services,
counseling and guidance, discipline, classroom assignment, grading, vocational education,
recreation, physical education, athletics, housing and employment” ("Title IX and," 1998). While
this proposed program has good intentions, it has allowed teachers to devalue the issue while
focusing more on content (Marshall & Reinhartz, 1997).
Unfortunately, aspects of this very stereotype are still prevalent today. According to
Robinson, Lubienski, and Copur (2011), these seemingly small disparities with time have the
tendency to blossom into larger problems as students begin to determine their career paths.
Research indicates students’ achievement is directly influenced by both societal beliefs and the
learning environments in which they are educated (Hill, Corbett, & St. Rose, 2010). One finding
in particular indicates, “when teachers and parents tell girls that their intelligence can expand
with experience and learning, girls do better on math tests and are more likely to say they want to
continue to study math in the future” (Hill et al., 2010, p. 14). This is to say that the simple act of
developing a growth mindset in which teachers and parental guardians believe in the potential of
their children across all disciplines regardless of gender, in and of itself improves outcomes. For
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
the purpose of this study, when referring to gender we will be using the terms “boys/girls”
interchangeably with “males/females.”
Stereotypes on Gender Differences
Researchers and educators both argue that certain stereotypes hold true in their research
results and classrooms. Sadker (2009) defined a stereotype as “absolute statements applied to all
members of a group, suggesting that members of a group have a fixed, often inherited set of
characteristics” (p. 35). Some may feel that gender stereotypes originate from the home and early
child rearing practices. Frawley (2005) says that a school should be a gender-neutral location,
allowing students to develop their own gender identities and liberate children from certain
gender restrictions. A teacher’s own perception of gender differences influences how they teach
their students (Frawley, 2005). As future educators, we have heard that girls may have a difficult
time in math, while boys are likely to excel. However, the opposite is true in language arts and
reading, where boys are known to lag behind their female peers. While writing lesson plans,
teachers must account for different types of learners and distinguish those learners by gender.
Research suggests that males need a more active and physical lesson that incorporates
competition, while females are reported to learn better through cooperative activities and are
more compliant in lessons (Gool et al., 2006). By attributing girls’ low scores in math due to
their gender, teachers tend to treat those female students differently which may contribute to
their low achievement. According to Georgiou and Yourva (2007), “teachers who tend to
attribute a student’s low achievement to low ability tend to stop trying to help the student faster
than they would if their attribution was low to effort or to external factors” (p. 81). It is easy for
teachers to subconsciously perpetuate gender bias in their classroom by calling on boys more
frequently, holding different standards of behavior for boys and girls, and using different
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
feedback on boys’ and girls’ work. Despite the research and observations in classrooms on
gender differences, we cannot prove that these stereotypes always hold true and that exceptions
do not exist.
Biological Differences into Environmental Factors as the Focus
Researchers have found that differences between genders stem from structural and
functional brain differences (Medina, 2008). Others believe that these differences are grounded
from separate experiences of being a male and a female (Frawley, 2005). These differing theories
have grounded the stereotypes that are prevalent today; so what is truth and what is fiction?
According to Medina (2008), scientists have found differences structurally and biochemically in
male and female brains in the areas of the front and prefrontal cortex, in control of decision
making ability, the limbic system, control of emotion and learning, the amygdala, and serotonin.
Males and females also respond differently to stress. Females activate their left hemisphere’s
amygdala and remember emotional detail better, while men use the right side of the brain and
remember general meaning. These differences in the brain begin to affect student performance in
academic subject areas. When studying brain-based genetic differences, Bonomo (2010) found
that boys developed spatial memory four years earlier than girls, while girls developed their fine
motor skills about six years earlier than boys. Not only do boys have more specialized spatial
and gross motor skills that make them better performers in mathematics and science reasoning,
they find conversation unnecessary and fail to retain sensory details which gives them a
disadvantage in language arts (Bonomo, 2010).
These findings suggest that boys benefit from active based subject areas where they are
able to move, such as in science labs and that girls have more specialized qualities that aid in the
crafting of creative writing and literature analysis. Not only does the makeup of the brain affect
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
academic performance results, but also how students behave and respond to strategies in the
classroom. According to Bonomo (2010), “boys have less serotonin which makes them more
impulsive” and “girls brains have fifteen percent more blood than boys allowing for enhanced
integrated learning” (p. 258). These brain-based differences are important to address in the
classroom to maximize learning in all subjects. In order to create an equal opportunity for
learning, teachers must use strategies that address male and female strengths and support their
weaknesses.
Although these differences have been recorded through MRIs, PET scans, and other brain
studies, there is no research supporting arguments that these differences in male and female
brains are the sole contributing factors to differences in behavior, social, and educational
achievement between boys and girls in elementary school (Frawley, 2005; Gurian, 2001;
Medina, 2008;). Upon conducting extensive research, “it cannot be proven that genetics and
biology alone make girls better... but that there is a social and environmental component to the
argument” (Medina, 2008, p. 34). Other investigations conclude that gender variations in
cognition result from males’ and females’ different experiences and environments, not from
biological causes (Frawley, 2005). Because of this, it can be argued that educators must consider
all factors among boys and girls and view their teaching methods as being inclusive of all
students.
Academic Differences
A third grade boy made the following entry in his writing journal: “The United States has
not had a woman president because girls get a different education” (Savage & Armstrong, 2008,
p. 1). Perhaps this child already saw the unequal valuing of both genders in the classroom that
causes gender stereotypes in academic achievement to remain a central issue in education. The
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
National Assessment of Educational Progress (NAEP), commonly known as “The Nation’s
Report Card,” is a test conducted by the U.S. Department of Education using a sample of both
male and female students to measure national trends in subjects including mathematics, science,
and reading. While elementary boys have steadily improved their scores comparable to 1992,
they are usually framed as a decline relative to girls (Mead, 2006). On the one hand, girls
outperform boys in reading and writing while boys outperform girls in both mathematics and
science and have been doing so since 2009 (Mead, 2006). As Mead (2006) explains, this is
nothing new.
Girls have scored better than boys in reading for as long as the long-term NAEP has been
administered. Surprisingly, younger boys are catching up: The gap between boys and
girls age nine has narrowed significantly since 1971- from thirteen points to five pointseven as both genders have significantly improved. (p. 6)
This achievement gap, while seemingly insignificant, has the tendency to develop into steady,
harmful patterns when students are faced with middle and high school class placements as well
as college and career choices (Love, 1993).
According to a study conducted by the Society for Research on Educational
Effectiveness, teachers generally rate girls’ math skills lower than those of seemingly similar
boys (Robinson et al., 2011). In fact, the gap appears so early that it appears to be “non-existent
in the fall of Kindergarten to a female disadvantage of about 0.25 standard deviations by third
grade” (p. 5). According to Robinson et al. (2011), “teachers hold boys to higher stakes and view
mathematics as a male domain” (p. 50) and in turn tend to praise and be impressed with females
for their success in mathematics more than that of men. This pattern not only holds true in
mathematics throughout elementary school, but in the science curriculum as well.
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
According to Hill et al. (2010), “if girls grow up in an environment that enhances their
success in science and math with spatial skills training, they are more likely to develop their
skills as well as their confidence and consider a future in a [science] related field” (p. 15). If girls
are raised in an environment of gender bias, science test scores can suffer (Hill et al., 2010).
Teacher’s stereotypes of boys and girls as learners continue into reading and writing and
are evident in assessments. Medina (2008) suggests that girls are better at verbal fluency tasks,
articulation, and verbal memory tasks than boys. The advantage that females appear to have, and
teachers’ support, in reading and writing often causes them to surpass males on standardized
tests and in positive feedback provided by the teacher (Hall, 2011).
Teachers have an opportunity to adjust students’ perceptions of achievements daily
through attitudes, oral and written feedback, and hands-on activities so that students gain interest
in all subject areas at an early age before students’ preconceived notions set in. Knowing that
these stereotypes regarding academic achievement exist, teachers should aim to create and use
strategies to continue to narrow the gap in an effort to level the possibility for success in all
subject areas regardless of gender.
Strategies to Value Both
With keeping all the stereotypes, biological factors, and differences in academic
achievement between males and females in mind, we, as educators, have a duty to ensure the
intentionality of how we approach our teaching to include all our students. There are several,
simple strategies that we as teachers can implement in the classroom to cover all content areas.
With adequate practice and implementation we can help reduce gender bias, endorse gender
equity, and individualize our teaching strategies to accommodate all learners in our classroom.
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
When trying to endorse gender equity in their classroom, teachers must be aware of the
biases they bring, such as more tenderness to girls, disciplining boys more often for behavior,
and calling on boys more often, that can become a part of a “hidden curriculum” (Aina &
Cameron, 2011). This curriculum can be described as “the subtle lessons that children encounter
everyday through teachers’ behavior, feedback, classroom segregation, and instructional
material” (Frawley, 2005, p. 221). This “hidden curriculum” can be erased by action-based
strategies the teacher can use in the classroom. Some of these strategies to eliminate our own
biases include: recognizing the biases we bring into the classroom, establishing a connection
with our students, showing our own passion in our teaching, and allowing our students to see our
confidence. “Research suggests teachers who show a passion for their subject and who connect
with their students on a personal level may have more success with the [students] in their
classroom” (Heilbronner, 2008, p. 52).
When the teacher establishes connections with students early on, he or she sets the
standard for a classroom community of students as well. One particular strategy Heilbronner
(2008) recommends for building classroom community is Words of Wisdom. In Words of
Wisdom, students are invited to write the name of a peer on a sheet of paper followed by a
positive attribute, skill set, or compliment about that classmate. When used effectively, this
strategy can bring students together across genders and break down gender stereotypes
(Heilbronner, 2008). Another effective strategy, and one that can be used to help increase the
effectiveness of communication between a teacher and his or her students, is called “Ask Me
Mailbox”. Students are encouraged to submit notes that include questions, comments, hobbies,
concerns and/or interests into either a real mailbox or a homemade one. This strategy can provide
female students, who may be more hesitant to raise their hand and ask a question, an opportunity
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
to find a voice in the classroom. It can also provide boys, who feel like they must always
compete with classmates, a place to share thoughts they might not want to during class. Research
demonstrates the effectiveness of the strategy by observing its use in an elementary science class.
Within three days of placing the box in the classroom, over 100 notes filled the box with
comments ranging from questions about homework to interest in a variety of topics (Heilbronner,
2008). By building a classroom community with the students, teachers can make the classroom a
safe, gender-respectful environment.
The manner in which teachers speak to their students and the language choices they make
are yet another factor to acknowledge. What a teacher says to his or her students can, and most
likely will affect their students’ views about gender. We must be careful with what we say in our
classroom and be aware of how we acknowledge what our students are saying. Teachers, as role
models, must challenge sexist remarks that may be said and use them as opportunities for
additional teaching.
One practical and non-content-specific strategy that can help teachers eliminate gender
bias is the incorporation of different teaching and learning approaches to accommodate all
learners. “Although girls tend to learn best when they work collaboratively and males learn best
when challenged by peers or those they consider to be rivals, it is imperative that students be
given ample opportunities to participate in both methods of learning” (Marshall & Reinhartz,
1997, p. 225). King, Gurian, and Stevens (2013) suggest that movement not only helps boys stay
out of their boredom state, but can increase brain activity that also helps girls learn. Visualspatial activities can also be beneficial and necessary for both genders as well in the classroom.
“Visual-spatial activities reach a broad spectrum of learners, harness learner strengths, help to
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
stimulate and develop more neural pathways and help close gaps for both boys and girls” (King
et. al, 2013, p. 42).
Using Popsicle Sticks to randomly generate names during a lesson can also help value
gender across all content areas. Lovaas (2008) demonstrates the effectiveness of this method in a
choral class. She writes the names of all the students in one section on Popsicle Sticks and sticks
them in a large cup. She uses the Popsicle Sticks to call on students during questioning portions
of a lesson. She presents the question to the class, shakes the cup to “mix” up the names and then
randomly draws a name. She found that the strategy insures all students pay attention to the
question as well as provides student’s time to think before a name is selected (Lovaas, 2008).
Jamie Meeker, an education researcher at Villanova, found that when implementing the strategy,
47% of students admitted they were more prepared for class because they did not know if they
would be called on to demonstrate their knowledge (Meeker, n.d.).
Another important factor to consider in our classrooms is how we group our students. We
should avoid segregation in the classroom as much as possible by ensuring boys and girls are
placed together at tables or clustered desks. It is also suggested to avoid boy versus girl teams
when grouping students. Wasburn (2004) suggests for teachers to assign teams or groups of
students to mix up the genders. Another way to incorporate this idea is given by Heilbronner
(2008) through Think, Pair, Share. This allows teachers to pair up or group students and have
them work cooperatively with their peers while sharing their answers. After students spend a
moment thinking individually, they pair up and share their views on the question until both
students have shared their thoughts.
During the sharing, half of the class is practicing the skill of speaking; while the other
half is practicing the listening skill. Kagan and Kagan (1994) call this simultaneous
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
interaction because “it increases the number of students actively involved at any one
moment and thus the amount of active participation time per student.” (Li, 2013, 25-26)
When Turn and Talk is used effectively, all students have the chance to share their thinking in a
low-risk setting. “Verbalizing their thinking scaffolds students understanding and provides talk at
a peer level, a model close to the language the student controls” (Nichols, 2011, 2). On the other
side of the spectrum Heilbronner (2008) says same-sex grouping can be appropriate at times.
“Try using some same-sex cooperative groups in your science classroom to give girls an
opportunity to experience the joy of interacting with science without having to deal with gender
pressures” (Heilbronner, 2008, p.51).
An additional strategy to accommodate all students is to implement a variety of ways to
assess students throughout teaching. According to research, boys are typically better at highstake testing (such as multiple choice tests, SOLS, etc.) and have more pressure to succeed than
girls (Hall, 2011). Teachers can also help both boys and girls succeed in the classroom with
personal goal setting. “Specifically, personal goal-setting has been demonstrated to be correlated
with academic success, and so some girls may fail because they are always setting goals that are
too large and out-of-reach” (Heilbronner, 2008, p. 51). By dedicating time to sit down with all
students to assist them in writing down achievable, personal goals we are helping our students
build higher self-esteem and a more effective work ethic. We can value all genders in the
classroom by addressing individual students and differentiating in teaching and assessment
Yet another simple strategy that teachers should be aware of is eliminating the gender
bias in the classroom materials they choose and use. Oftentimes there are toys, books, or even
learning materials that can be categorized by a gender stereotype. “Any materials that promote
gender stereotyped play should either be removed so that the classroom conveys a gender-neutral
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
invitation for all students to enjoy, or discussed with the children to ensure that they understand
these toys are for males and females” (Aina & Cameron, 2011, p. 16). The point is to challenge
stereotypes by presenting nontraditional images, books, toys, and role models into the classroom.
Books should also be checked to ensure that they do not portray stereotyped gender-role
behaviors, emotions, or occupations. Young children learn a lot from their environment, and it is
important that teachers use appropriate materials to create their classroom setting.
Although the majority of materials in the classroom should be bias free, teachers can also
use appropriate stereotypical materials to teach gender and gender stereotypes. By working
together with students on biased material, the teacher can: address the biases, teach students to
recognize stereotypes, and evaluate materials based on gender biases. Lane W. Clarke brought
teen magazines into her classroom for her students to evaluate critically and look for gender
messages. She was successful in helping students begin to see how the media can portray gender
in stereotypical ways (Clarke, 2005). A combination of stereotypical materials, and gender-bias
free materials, as the stereotypes are critically examined, can be useful in creating a classroom
that values both genders.
There are many gender valuing strategies teachers can use in their classrooms that can be
implemented across content areas. However, there are also content-specific strategies teachers
can use. Teachers can provide role models and examples of professionals in fields that might
stereotypically be dominated by a particular gender. Inviting a male poet, for example might help
spark a new interest in male students to improve their writing. A further example, such as
bringing a female scientist to speak to the class about experimentation, can not only provide girls
with someone to connect and identify with in a typically male field, but help give boys a better
sense of who can be a scientist as well (Heilbronner, 2008). This idea can also be tied into social
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
studies, ensuring that students are shown women leaders as well as male leaders in history. These
strategies empower the teacher to establish a non-biased, all gender valuing classroom.
Conclusion
Gender has played a role in education from its early stages. Women were excluded and
discriminated against in early educational settings, but now make up the majority of elementary
school teachers in the United States. These gender issues have stemmed from stereotypes that
have plagued, and continue to affect students in school today. It is easy to attribute low
achievement in certain subject areas to biological and gender brain differences. Unfortunately,
these stereotypes have negative effects on both male and female students. Teachers, both
knowingly and subconsciously, perpetuate these stereotypes and affirm the gender gap within the
“hidden curriculum.” In conducting our research, we hoped to raise our own awareness of our
gender biases in our teaching and equip ourselves with strategies to combat these gender biases
and promote equity in all subject areas. Having extensively investigated gender disparities,
reasons for the gender gap, and strategies for creating a gender-valuing classroom, we observed
this gender gap in our classrooms. Using what we discovered in our research, we looked at the
apparent gender inequalities and various strategies in an effort to focus on creating an equitable
classroom-learning environment. Based on the research and literature, we tried to answer the
question: “In a gendered world, how do we value both males and females in the classroom?
What are effective strategies we can use in the classroom to value both male and female
learners?”
Methods
We conducted our research project at three different elementary schools: one in
Shenandoah County (School 1) and two in Augusta County (School 2 and 3). School 1, Title 1
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eligible, consisted of data collected in a fifth grade classroom (classroom A). There were a total
of twenty-three students in this class, six girls and seventeen boys. School 2, Title 1, consisted of
data collected from a fifth grade classroom (Classroom B) and a second grade classroom
(Classroom C). Classroom B had a total of twenty students, eleven boys and nine girls.
Classroom C had a total of sixteen students, eight boys and eight girls. School 3 consisted of
data collected in a Kindergarten classroom (Classroom D), with a total of fifteen students, ten
boys and five girls. This study was conducted over the course of fifteen weeks during the fall
semester of 2013.
Informed consent was received from all parents, teachers, and children involved in our
research before we began our study (See Appendix A). To ensure confidentially we used
pseudonyms for the students, teachers, and the schools. Furthermore, we secured all data
collected during our research in a safe location that was seen only by the researchers. We
triangulated our data to ensure the validity of our research through observations, documents, and
interviews (Mills, 2007). Interpreted through our four perspectives, we used multiple, diverse
sources of data and multiple theories to interpret our data collected on the topic.
Pre-Intervention
We collected initial data about gender in the classroom before our intervention of
strategies to value both genders. Before presenting our research plan, to explore student attitudes
regarding gender in the classroom, we surveyed all students and interviewed teachers about class
norms and teaching strategies already in place in the classroom (See Appendix B). The purpose
of the teacher interview was to “find out what was in and on someone else’s mind” and to more
specifically document his or her preconceived thoughts on gender equity (Patton, 2002, p. 341).
The student surveys were used to form focus groups of two boys and two girls. The focus groups
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provided students with the opportunity to voice their opinions regarding their feelings and
attitudes towards gender in the classroom, beyond the yes and no on the survey. We re-asked
survey questions followed by “why?” to get a feeling of how the classroom was structured and
our students’ knowledge about gender before any strategies were implemented. Based on the
grade level we were placed in, we adjusted the surveys to be developmentally appropriate for
lower elementary grades as well as upper elementary grades. The focus group in each classroom
consisted of two boys and two girls. In the upper elementary grades, we passed out a paper copy
of the survey, read instructions, and collected papers as students finished. In the lower grades,
the survey was done as a whole class and the teacher read the questions aloud to the students.
In conjunction with the survey, we observed the classroom and school setting, looking
specifically for gender biases and stereotypes and the use of gender valuing strategies. We
mapped our classrooms and used daily field notes, teacher journals, and pictures (Mills, 2007). In
our field notes, we wrote down our observations as well as our overall impression of the
classroom and school environment. “Good field notes should be dated and include the time,
location, and the setting or context in which the observation occurred. They should also use
descriptive, rather than evaluative, language” (Falk & Blumenreich, 2005, p. 92). Photographs
and video clips of the classroom setting and materials added a visual component to our data.
Through mapping we documented seating arrangements in the class. Mapping the environment
allowed researchers to “study how classroom spaces evolve over the school day or to look at
what types of learning or social activities happen in what places and why” (Falk & Blumenreich,
2005, p. 95).
The final piece of data collection we used before implementing our proposed gender
valuing strategies was looking at student documents, such as existing test and assessment scores
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
for the students in the class. Our goal was to get a basic understanding of students’ knowledge
and abilities across subject areas. Within our focus groups, we talked about differences between
boys and girls, what they enjoy, and what they like to do in school. These methods of data
collection provided us with a picture of gender in the classroom before we began our research.
Intervention
Using the knowledge gained from our literature review and the pre-intervention data we
collected, we tested some of the proposed gender valuing strategies in our classroom. We
recorded their effectiveness through videotaping, interviews with a focus group, as well as
written observations on how our students responded and reacted to these new strategies. The
strategies we used were dependent upon the grade level in which we were placed.
To ensure we were being observant of who we called on, we used two specific strategies.
The first strategy used Popsicle sticks, slips of paper, or note cards to generate student names
randomly during the implementation of our lessons. This strategy intended to ensure that boys,
who tend to be more active, and girls, who tend to watch and wait to gather more details, were
intentionally called on in equal frequencies and gives the teacher more control of wait time
(Bonomo, 2010). We used teacher journals in conjunction with still photos to capture the use of
this strategy. We used the reflections and photos to review and observe its effectiveness during a
lesson. The second strategy used was the Turn and Talk strategy also known as Think, Pair,
Share. We invited students to turn to their partner to discuss answers before raising their hands,
giving everyone time to process the questions and think of an answer. Our intention with this
strategy was to give all students, boys and girls, an equal opportunity to raise their hand and
answer the questions. We observed the effectiveness of the Turn and Talk strategy through video
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
recordings as well as observations in daily journals and field notes immediately following the
lesson.
Throughout the intervention and use of gender valuing strategies, we used the already
formulated focus groups to assess the students’ attitudes and opinions of the strategies used
during the lessons. This was an appropriate strategy to use because it allows researchers to
“collect shared understanding from several individuals as well as to get views from specific
people” (Mills, 2007, p. 65). Following the implementation of specific strategies, we questioned
the focus group regarding the lesson and strategy. We tried to gauge how the students reacted to
the strategy: if they observed any differences from previous lessons and if they felt more valued
(See Appendix B). This information allowed us to understand the students’ unique perspectives
that we could not collect through observation alone.
The final strategy we used to address student concerns was the “Ask Me Mailbox”
(Heilbronner, 2008). In this strategy we placed a mailbox in an accessible place in the room
where students had the opportunity to write notes and letters expressing their academic
challenges, if they do or do not feel valued in the classroom, or to simply share something they
are interested in telling the teacher. This is particularly important for girls since they often have a
tendency to not feel as comfortable asking questions in front of the class compared to boys.
Finally, during this intervention stage, we collected data on the effectiveness of strategies
through our own observations recorded in field notes. We observed student responses and
reactions, as well as teacher and student comments and reactions. Throughout our time in the
classroom, we were aware of our own gender biases and combated them by using genderrespectful language and class materials, such as toys and books. The use of gender-respectful
materials, for example a variety of books with both male and female main characters or posters
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
of both boys and girls conducting a science experiment displayed in the classroom, did provide
all students with a model and a connection to the material. When we used these new gendervaluing materials in the classroom, we recorded student and teacher reactions in our field notes,
and used those to make inferences and determine the effectiveness of the strategy. Using these
methods of data collecting allowed us to determine the effectiveness of our strategies and moved
into our post-intervention stage of data collection. Being cautious with our use of language and
real-life examples in a gender valuing way was important as well. We made an effort to address
role models of both genders in all academic subject areas so that students had the possibility of
picturing themselves in those fields that tend to be gender-determined. It was important that we
addressed female role models in areas such as science and mathematics and males in subjects
such as writing and visual art.
Post-intervention
Following the completion of our intervention, we met with the focus groups again to
determine final opinions and attitudes toward the strategies (See Appendix B). This information
provided us with insight into students’ experiences as they participated in gender-appreciated
activities. Exploring students’ internal reactions to each type of teaching strategy allows for a
unique perspective that cannot be studied through observation and will determine whether the
strategies proved to make a difference in valuing gender in the classroom. The student responses
“give a sense of each student’s interests and learning styles, and provide information about their
learning that is difficult to capture in other ways” (Falk & Blumenreich, 2005, p. 104).
Data Analysis
Data analysis began with our environmental scan of the classroom setting. We took the
books, decorations, and materials into consideration when reviewing our observations. Next, we
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
reviewed data collected from the researchers’ teacher interview and student surveys. As we
collected our data, we reviewed field notes, focus groups, and films, transcribing verbatim the
segments relevant to our research question. The transcripts included students’ responses during
focus groups, as well as student and teacher reactions and participation during lessons. Using the
constant comparative method as recommended by Glaser and Straus (2006), we coded and
analyzed the data. We used those codes established during data collection to identify new themes
as they emerged. We wrote analytic memos to inform our ongoing team meetings, conversations,
and cross-analysis to clarify our codes for discrepancies and similarities in the data. We worked
as a team to compare our ideas and to crosscheck our points with one another, which provided us
with consistency in analysis.
Trustworthiness
Trustworthiness in qualitative research according to Guba (1981) can be addressed by
four characteristics: credibility, transferability, dependability, and confirmability. Our study
aimed to be valid by including details about the context of our study and using a variety of data
collection strategies. Our data collection was consistent, observing the four classrooms twice a
week over a fifteen-week semester, but not prolonged; this was limitation in the study. We
triangulated our findings to provide us with a combination of data sources and methods with
which we crosschecked insights and conclusions. We used video and audio recordings to gather
accurate and detailed information on our teaching and the educational context in our classrooms.
Regular team meetings and peer reviews served to strengthen trustworthiness.
Conclusion
Gender has been an issue in the classroom since women were allowed to receive an
education. Literature supports the idea that stereotypes and biases are still affecting the
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
achievement of students in school today. Our project aimed to address these biases as well as
find effective strategies that value all students equally. By implementing these strategies we
hoped to answer the question: “In a gendered world, how do we value both males and females in
the classroom?”
Findings
Before entering the intervention stage and implementing our proposed strategies
researchers used classroom mapping, photographs, observations and journals to record data on
the classroom environment and teacher behavior and biases.
Classroom Environment
We initially observed the classroom environment and found the choice of materials and
the organizational layout to be an important element in valuing gender in the classroom. When
scanning the classroom environment upon first sight, all four of the classrooms aimed to make an
effort of valuing gender in at least one aspect including seating arrangements, classroom décor
and learning materials specifically books and toys.
Seating arrangements were beneficial in valuing gender in that students were given the
opportunity to work in collaboration with the opposite gender. The seating arrangements also
improved the overall sense of classroom community by teaching students to build trust in
discussing academia with members of the opposite sex. In the lower grades both teachers
strategically placed students around the room according to gender whether that be in
heterogeneous partner pods as seen in Classroom C, or in tables of three boys and one girl in
Classroom D. Students worked with their partners daily in discussions, group work, and practice.
These seating arrangements were changed minimally when behavior or academic success
influenced the teachers’ decision to move students. These arrangements were especially
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
successful in implementing the turn and talk method in the second grade by making partners
readily accessible during all lessons. In Classroom A the cooperating teacher began the semester
by allowing students to freely choose their own seats. This freedom led to a segregated
classroom dynamic of one table consisting of five girls, two groups consisting of one girl and
five boys, and the final table consisting of all boys. This freedom was quickly revoked and the
cooperating teacher rearranged the desks to consist of two girls in each cluster, which created an
integration of students and allowed for interaction and collaboration among genders.
Additionally, Classroom D’s cooperating teacher expressed a preference in placing students
according to gender. The fifteen Kindergarten students were intentionally divided amongst four
tables according to gender. The cooperating teacher admittedly stated, “I always put one girl and
at least one boy together to balance out the socializing and allow the children to help each other
with subjects they struggle in.” She elaborated by saying that the seating arrangement, “regulates
talking and activeness” and would, “have the tendency to cause behavior problems if four boys
were allowed to sit together- no one would want that! Believe me.” Upon completing the teacher
interview the researcher documented the classroom seating arrangements through mapping,
which showed one female at each table accompanied by three strategically placed boys. Two
weeks after the mapping was documented Classroom D received word that they would be
gaining another female student. Classroom D’s cooperating teacher made a deliberate effort to
move the seating arrangement because she feared having two girls together at one table. Table
one already had two girls and one boy so she swapped one girl from table one and one boy from
table three to avoid any potential problems that she anticipated. When the cooperating teacher
received news that the student would no longer be added to the class she quickly moved the
seating arrangements back to their original positions.
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
Observations of classroom décor led us to believe that the classroom environment was
gender valuing as well. In each setting the classroom library consisted of books across all reading
levels addressing preferences of all students, both males and females. Examples of books in the
upper grades included Diary of a Wimpy Kid, Dear Dumb Diary, Don’t Judge a Girl by Her
Cover, Harry Potter and a range of books by Jerry Spinelli and Andrew Clements. In the lower
grades, books included the The Magic Treehouse series, Junie B. Jones, Judy Moody, and a
variety of Mo Willems’ books including Don’t Let The Pigeon Drive the Bus and the Elephant
and Piggy series. These books covered a rich variety of male and female main characters as well
as a variety of what would be considered male and female interests. Following the gender neutral
trend, the walls were vibrantly decorated with bright colors and educational posters equally
representing both males and females in real world contexts. For example, the Daily Five poster
wall in Classroom D, something that the students review before the language arts block each day,
consists of three posters with boys, two posters with only girls, and one with a boy reading with a
girl. This even mix of genders displayed encouraged boys, who we found to be generally weaker
in reading and writing, to see themselves succeeding in the Daily Five block.
Furthermore, teacher expectations were equal and fair across genders in all four
classrooms. All students were treated equally in terms of assessment, feedback, and instruction.
The classroom instruction was either an open conversation dialogue where all students were
given an opportunity to share with their Think, Pair, Share partner or as a whole group. The
students in a standardized setting were neither helped nor hindered by textbooks they used in the
classroom. In addition to an open playing field in academia, students in the Kindergarten
classroom were given the freedom to choose any play center regardless of any preconceived
gender bias associated with the various toys and materials. The researcher in Classroom D
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
observed girls playing in the blocks just as often as boys chose to color in the writing station or
play kitchen in housekeeping.
Teacher Bias
Unlike the promising findings we discovered in the classroom environment regarding the
value of gender, our teachers’ preconceived notions about gender differences generally were
biased. In some situations the teacher was undoubtedly aware of her own biases and explicitly
stated that she treated boys and girls differently in the classroom based on general, self-observed
gender characteristics. Other teachers noted and admitted to their belief of distinct academic
differences among males and females but did not notice their biases outside of academia. These
perceptions of different genders were evident through classroom observations as well as teacher
interviews.
Classroom D’s cooperating teacher showed gender differentiation before the researcher
entered the classroom on the first day. When given the opportunity to inform the researcher on
anything pertaining to the Kindergarten class dynamics, the cooperating teacher opted to speak
about the gender break-up in the classroom. The cooperating teacher stated, “to give you a bit of
background to the classroom, we have fifteen students, ten boys and five girls....so, yes, a bit of
energetic bunch, but they are a good bunch.” On the first day she followed this up, without
inquiry from the researcher, by saying she would much rather have a group of mostly boys than
girls because of, “girl’s cattiness and sassiness and boy’s tendency to be active and brush things
off.” Additionally, the researcher was told by the reading specialist that this cooperating teacher
particularly requested a class of mostly boys since the numbers in Kindergarten were uneven. In
the teacher interview the cooperating teacher said, “Girls can sit and be fine, keeping their hands
off one another, which keeps the classroom quiet and calm, but I do prefer more boys because at
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
least they don’t bring drama and chattiness into the classroom.” There was also evidence of
similar biases in classroom C through observations on the playground. The cooperating teacher
chose to differ discipline among boys and girls.
On the other hand, evidence of attempted gender equality was discovered in the upper
grades. In Classroom A the teacher was very personable with both male and female students in
the classroom showing personal interest and engaging with each gender. The teacher made up
nicknames and liked to joke with both her male and female students. While teaching academic
subjects, this teacher aimed to create a gender respectful environment by willingly taking on the
role of a male in a language arts skit as she modeled for the students. This act of openly
accepting a position of the opposite gender created a sense of comfort and trust in the classroom,
which augmented the feeling of classroom community. At recess, however, the teacher had one
role: referee in a daily football game with boys in all the different fifth grade classrooms. This
one-on-one attention given to the male gendered students created an imbalance in teacher-student
relationships.
In addition to having concerns about behavioral issues regarding gender, a couple of
teachers displayed gender-valuing biases according to academia. In the pre-intervention
interview, Classroom D’s cooperating teacher insinuated that girls are better readers and boys are
better at mathematics and science. She stated that, “My girls are better at reading and always
have been in my nine years of teaching because they can settle down to focus more.”
Furthermore, she stated that, “Most of the time the boys are better at mathematics because they
show more interest in the movement I incorporate into class, but it occasionally varies.
Something that never changes though is that boys are always better at science because of the
hands-on interactions.” While the evidence from Classroom A’s cooperating teacher was
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
opposite in that, “[She’s] actually found that girls do better in math because of their scores,” we
were able to note that both teachers saw academic discrepancies among genders.
Popsicle Sticks
Several strategies were successful in valuing gender in the classroom. The first strategy
implemented, Popsicle Sticks, was effective in valuing both males and females in the classroom
by generating student names randomly. In some of the classrooms index cards and slips of paper
with the students name were used instead of Popsicle Sticks. This strategy worked in valuing
both genders by giving all students an equal opportunity to participate. Students who did not
usually raise their hands were given the opportunity to share their thoughts and knowledge. The
strategy gave all students a fair chance to express their understanding during lessons.
During pre-intervention observations it was recorded that males were called on more than
females. In instances when more females raised their hands than males, researchers noted that it
was still a boy that was called on. Data from in the classroom showed the ratio of boys to girls
being called on evened out when using the strategy. For example, through field notes in
Classroom B, the average three girls and two boys raised their hand for a given question and
95% of the time a boy was chosen to give a response. When using the strategy, the students
would still raise their hand, but the teacher chose a name randomly. In doing this, the number of
boys and the number of girls called on throughout a lesson were more evenly distributed.
In all the classrooms, lower and upper grades, students commented on how they really
liked the strategy and other thoughts they had for continuing the use of the strategy through the
focus groups. Student responses in the lower grades included, “It was more fair,” “he did not just
sit, but had to listen incase [he] got called on,” and, “her arm did not get tired because she did not
have to wave her arm.” Student responses in the upper grades consisted of, “I like it because
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
everybody gets a chance,” “the teacher is not totally picking the same student over and over
again,” and, “It keeps us alert. Like if we’re falling asleep, this wakes us up.” All students agreed
the strategy provided a fair way of calling on students and not having the teacher call on the
same student all the time.
There was, however, a concern raised by several students in the upper grades. The
students concern was about not being called on when the strategy was used. In focus group
interviews, students remarked, “I never get picked!” or, “I never get called on for that stuff.”
This concern is something teachers need to think about if they are constantly having students say
they are not being called on.
Ask Me Mailbox
The “Ask Me Mailbox”, another strategy we implemented, had mixed results in all of the
four classrooms. From the data we collected we concluded that its implementation and success is
dependent on the grade and age of the students and when it is implemented in the classroom.
In the lower grades this strategy was deemed to be ineffective due to the student's age,
grade level, and understanding of the strategy. Students were just learning how to form letters
and write and therefore had a difficult time effectively communicating their comments, concerns,
and/or hobbies. In Kindergarten this strategy was deemed developmentally inappropriate due to
their inability to linguistically express their thoughts. Furthermore, particularly in second grade,
students seemed to misunderstand the purpose of the strategy. It was implemented a month into
the school year and without it being a regular classroom routine students only submitted
questions when guided to do so. Thus, most responses recorded were ones such as, “What tim is
it?,” “What do you do when your dividing and the number is double dijit?” etc. These kinds of
responses were not necessarily the kind of responses we hoped we would receive as researchers
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
to deem this strategy “effective.”
In the upper grades, researchers were anticipating more participation due to the grade
level and age of the participants. In classroom B, on the first day it was introduced and
mentioned, students placed responses in the box but quickly forgot about it as the weeks went by.
Of the responses received, they all came from girls.
Results were very eye opening and different in classroom A where participation in this
strategy was high among both males and females. The responses received were much more
varied than any other classroom. Several responses were similar to the other classrooms such as,
“What is your favorite hobbie?” However, one particular female student’s response was
particularly eye opening: “I am scared to raise my hand. I am scared if I get the wrong answer
wrong and I am afraid if everybody will laugh at me. If I get the wrong answer.” This showed
that this strategy could be beneficial and effective in valuing the concerns of both male and
female learners.
Turn and Talk
Lastly, the Turn and Talk method, otherwise known as the Think, Pair, Share teaching
strategy, was successful in valuing gender across all four classrooms. Data revealed several
themes, which helped us to discover the effectiveness in the strategy in valuing gender in our
classrooms. The Turn and Talk method values gender in the elementary classroom by creating a
classroom community in which every student feels comfortable and ready to learn and increases
student participation across both genders. Evidence in every classroom showed an increase in
participation and classroom community. Recorded in observations and teacher journals,
researchers noted that when the classroom teacher posed a question to the whole class, and
waited for an individual to raise their hand to answer, few students raised their hand. When the
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
researchers implemented the Think, Pair, Share, participation increased significantly. The quality
of responses increased as well when using the think, pair, and share strategy.
The Turn and Talk strategy worked best in the lower grades as a Think, Pair, Share
process. Students in the second grade and Kindergarten worked in groups of two to first reflect,
and then discuss their thoughts and knowledge on a topic. The strategy was most effective when
students were given a significant amount of time to first think individually and then share with a
partner. By giving this extra time all students were able to process the question and think about
their answers, giving them an opportunity to gather their thoughts to share, rather than the same
students who normally participated dominating the discussion. In the fifth grade, classrooms A
and B, Turn and Talk was used in larger groups of students. Researchers observed that this
method of the strategy appeared to be not as effective since some students were reluctant or
unable to share within the given time or the conversation drifted from content-specific talk to
other conversations on non-school specific materials.
Students demonstrated a liking for the strategy as well. In classroom C, students said that
they “loved” the Turn and Talk strategy, because “everyone gets to talk and say what they
think.” The strategy gave an opportunity to those students who might be shy, or less comfortable
sharing in a whole group setting, the chance to discuss their understanding in a more intimate
setting before a whole group share. In Classroom C, there was a particularly quiet student who
was never observed sharing during whole group discussion. When the researcher implemented
the turn and talk strategy during a lesson on pumpkins, she was intentionally partnered with
another male student who was at a lower literacy level. After the reflection, she engaged in small
talk with her partner, explaining her version of the life cycle to him. She took the initiative to
right their response on the sticky note and put it on the chart. Although she did not chose to share
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
in front of the whole class, the researcher was able to observe her participation and collect data
for an assessment that she otherwise would not have gotten if only implementing a whole group
discussion.
The Turn and Talk strategy also helped to build classroom community in that students
had an opportunity to interact with one another while engaging with the material. This strategy
reduced competition amongst students because they were working together to find an answer
rather than competing over who could be called on first. In classroom D, one student expressed
that [he] “[could] talk to [his] friends about what [they’re] learning.” Another student said,
“Sometimes my friends tell me funny things about what they’re learning in science”. In
classroom C, students were assigned seats and partners. This intentional coupling helped to build
classroom community by pairing students together who might not normally talk and giving them
the opportunity to get to know each other while working together. The intentionality also gave
the teacher an opportunity to pair students based on different levels of readiness, interests, and
learning styles. Students learned to value each other’s opinions as well as knowledge through the
use of the Turn and Talk strategy. When students were able to have smaller discussion about
content, they felt more comfortable sharing and learned more from and about their classmates in
the process. This classroom community transferred to other school settings. When the researcher
entered the classroom in September students consistently sat with the same friends and lunch and
had rigid groups playing together on the playground. Over the course of the intervention, the
researchers found that students in classroom C sat with new and different classmates engaging in
conversations about school and extracurricular topics. Students in classroom C also played with
different students on the playground. One male student commented on a female classmate’s
kickball skill, “I did not know that [student A] was so good at kickball! I hope she is on my team
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
next time.” In classroom A, the cooperating teacher used Turn and Talk as a means of holding
each student accountable for not only his or her own actions, but the actions of the class. The
researcher observed this as another way of fostering classroom community. Students got to
observe their fellow peers strengths and weaknesses and encourage, motivate, and assist each
other in all subject areas.
Discussion
In analyzing our data, we concluded that when used in a particular way, these strategies
could be effective in valuing gender in the classroom. Although some strategies were more
effective than others, we found success with each strategy in at least one classroom setting.
Every strategy valued gender by increasing opportunities for participation, communication, and
building a stronger classroom community.
Our research was supported by the literature previously written on this topic. In
agreement with the results Frawley (2005) found in his research, our classroom teacher’s
personal perceptions of gender differences influenced the way they taught their students. In
classroom D in particular, the teacher was open about her biases and made generalizations about
students based on their gender. When given the freedom to discuss any characteristics of the
classroom such as behavioral issues, scheduling conflicts, or curriculum information, classroom
D’s cooperating teacher only discussed the break-up of gender in the classroom. Additionally, it
is possible that this teacher’s past experience of being a reading specialist played a significant
role in her biases given that she often taught mostly boys in reading. The teacher’s heavy
emphasis on gender in her classroom could affect students’ future perceptions of their
competence. Georgiou (2007) found that teachers’ biases not only influence their own behavior,
but also have an impact on children’s self-image as well as their academic performance. The
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
important takeaway from this research is to be aware of your biases and work to create a
classroom where all genders are valued despite teachers’ perceptions.
The Popsicle Stick random name generation, “Ask Me Mailbox,” and the Turn and Talk
strategies demonstrated their effectiveness in classrooms despite teacher biases. These strategies
can serve as tools for any and all teachers to use in their classroom to value both male and female
students. The Popsicle Stick name generation supported gender appreciation across all
classrooms. Students enjoyed the element of surprise and even admitted to paying more attention
when using the strategy. Teachers who use this strategy increase opportunities for all students to
engage with the lesson and motivate students to stay focused.
Although the “Ask Me Mailbox” was only truly effective in classroom A, with some
adjustments, this strategy could be more effective in classrooms in which students can read and
write fluently. One improvement would be introducing the strategy as a classroom norm in the
very beginning of the school year. The problem found in the researchers’ classrooms was that
students forgot that is was there and only used it when prompted. By establishing this strategy as
a tool for students to use daily at the beginning of the year, regular participation with the “Ask
Me Mailbox” will likely increase. Teachers should also stress the use of the mailbox for asking
questions about content rather than just personal comments.
The Turn and Talk strategy was used across all classrooms, but evidence showed that it
was more effective as a Think, Pair, Share, in the lower grades. This strategy can be as effective
in the upper grades if implemented in smaller groups. Teachers must ensure that they are giving
an appropriate amount of time for the “talk” or “share” portion when using the strategy. If the
teacher does not allow enough time for both partners to share, the strategy is no longer effective
in valuing all students. The strategy is ineffective if the teacher gives too much time as well,
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
since students will lose focus and turn the discussion to unrelated topics as demonstrated by
classrooms A and B. Our results were similar to those of Kagan and Kagan as discussed by Li
(2013). We found the Think, Pair, Share strategy increased student participation by engaging
students in both speaking and listening skills. We also found that students were more willing to
participate due to the low-risk involved in speaking with just one partner rather than the whole
class, as Nichols (2011) advocated in the New Teacher Center mission statement. Student’s
responses to the intervention interview questions truly demonstrated why the Turn and Talk
values gender: students said that they “loved” the Turn and Talk strategy, because “everyone
gets to talk and say what they think.”
Conclusion
When we are responsible for our own classroom and students in the future, we plan to use
these strategies to provide opportunities for participation, classroom community building, and
open communication to ensure a gender-valuing classroom. While we realize that it will not
always be easy to implement the strategies in every lesson or in every grade level, but we will
strive to incorporate a variety of gender valuing strategies as much as possible. Depending on the
grade level, we will tailor those strategies to meet the needs of all our students. We also realize
that as teachers, we are sometimes unaware of our own preconceived notions about gender. In
order to be effective teachers in valuing gender, we must be aware of our biases and use tools
such as these strategies to promote the success of all student learning.
After spending time researching this question, we started to wonder what the impact of
these strategies might be on student learning over an extended period of time. Would test scores
change over the course of a year while using these strategies regularly? Which of these strategies
are more effective in certain content areas like math and science versus social studies or reading
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
and if our results can be transferred to other content areas such as music, art, physical education
or technology?
We conclude that a teacher can implement these strategies in his or her elementary school
classroom as a means of valuing gender. We have observed a variety of classroom settings and
have discovered that learning environments can promote gender neutrality in tandem with these
strategies. Arranging desks into tables or partnerships, for example, promotes collaboration
across genders throughout the school day just as providing books with both male and female
main characters encourages academic success from both males and females. The Popsicle Stick
and Turn and Talk methods can increase participation of both male and female students as well
as build a stronger classroom community in conjunction with the “Ask Me Mailbox.” By being
observant of our own teacher biases, making a conscious effort to include gender valuing decor
in the classroom set-up, and implementing strategies to encourage random selection,
collaborative discussions, and wait time, we as teachers can value both boys and girls in the
classroom.
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
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Appendix A
Consent Form
June 7, 2013
Dear Parent or Guardian,
As the graduate student in your child’s classroom from September 3, 2013 to December 6, 2013,
I will be completing a required project that is part of the elementary teacher education program at
James Madison University. The purpose of my project is to explore how I can more effectively
value gender in the classroom.
Recording or filming myself in the classroom is a valuable tool in studying the effectiveness of
my own teaching. I am asking for your consent to videotape and audio record your child along
with others in this class. I would also like your consent to copy samples of your child’s work
with name omitted. The identities of your child, the teacher and school will remain confidential.
Not providing consent will not impair your child’s opportunities to participate in the project
activities. Should you change your mind, you can rescind or activate this permission at any time.
My project, possibly including pictures and/or video, will be shared with my professors, other
teacher candidates and teachers. Once the original recordings have been studied, they will be
destroyed.
If you have any questions, you may contact me or your child’s teacher at school or by email at
atkinsrl@dukes.jmu.edu. My JMU instructor is Dr. Teresa Harris and can be contacted at
harristt@jmu.edu or 540-568-3866. This project has been listed with the James Madison
University Internal Review Board.
Please complete the portion below and return it to your child’s teacher or me by September 13.
Thank you,
Rachel Atkins, Teacher’s name
& name of school
Parental Consent Form
Please return to [teacher’s name] at [school name] by [date]
I, _________________________________, give consent for___________________________,
(Parent/Guardian’s Name)
(Child’s Name)
to be ( )Audio recorded, ( ) Videotaped, ( ) Photographed.
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
(
) I also consent for samples of my child’s work to be copied for purposes of this
project.
I understand that all recordings and copies will be used for educational purposes only. Names of
students, teachers and schools will be kept strictly confidential.
_________________________________________
_________________________
(Parent/Guardian Signature)
(Date)
(
) I am interested in receiving a summary of the project.
Thank you very much!
Appendix B
Surveys and Questionnaires
Teacher Interview
1.
Where did you go to elementary school? (state, public/private, socioeconomic status and
cultural background of area)
2.
Did you have both male and female teachers growing up?
a.
How did your experiences with male or female teachers differ?
b.
In what ways?
3.
a.
Did your male or female teachers make you feel more valued?
In which ways?”
4.
a.
What do you think your best subjects are?
“Why do you think that?”
5.
In your elementary school experience, how do you feel you were valued?
6.
How do you feel your elementary school experience has influenced you as a teacher
today?
7.
Could you tell me how you divide your students based on ability?
a.
What do you look at to make those decisions?
b.
Do you have a sheet that has these ability groups marked up on that I could see?
8.
Do you believe biological differences have an affect on how boys and girls learn in your
classroom?
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a.
Does this knowledge affect the way you design lessons or organize the classroom? How?
9.
In your opinion, who are your strongest:
a.
English students
b.
Math students
c.
Science students
10. With regards to behavior, which students do you have the most problems with?
11. When students are given freedom to sit where they choose, what does the scene look like?
a.
What would it look like if they were given the choice?
12. How do you think your students feel working with someone of the opposite gender?
13. How do you form groups when assigning students to complete group work?
Pre Intervention Student Interview
1. Student Number:
.
Circle:
Boy Girl
2. What is your favorite subject?
Math
Science
Reading
3. Do you think you are good at that subject?
yes
no
4. Who is better at Math?
boys
girls
both
5. Who is better at Reading?
boys
girls
both
6. Who is better at Science?
boys
girls
both
Social Studies
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7. Who is better at Social Studies?
boys
girls
both
Pre Intervention Student Focus Group Questions
1. What is your favorite thing about school?
2. What is your least favorite thing about school?
3. What is your favorite subject?
4. What is your least favorite subject?
5. Who do you feel the most comfortable working with in your classroom? Why?
6. Who do you feel the least comfortable working with in your classroom? Why?
7. What do you feel you’re really good at doing?
8. Is there anything that you have a hard time doing/completing in the classroom?
9. Who do you like to sit with in the cafeteria?
10. What would you like to be when you grow up?
11. What is something you really wish you did more of in the classroom? Could be a subject,
could be an interest, hobby.
Intervention Focus Group Questions
1. How did you feel you did during today’s lesson?
2. Did you say/do everything you wanted to say/do?
3. Where did you notice any differences from other lessons?
4. Would you like to continue to use strategy X in future lessons?
5. How would you suggestion we could make it better?
Final Focus Group Interview Questions
1. Where did notice changes in student participation?
2. Which strategies did you like the best?
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3. Which strategies helped you learn the most?
4. Where did you notice any differences from other lessons?
5. Would you like to continue to use strategy X in future lessons?
6. How would you suggestion we could make it better?
7. Which strategies made you feel the most valued?
Appendix C
Summary of Inquiry Project
Dear Cooperating Teacher,
As teachers we are encouraged to value all students regardless of their differences. If we
as teachers are encouraged to value all individuals in the classroom, we need not only value
students based on ability, socioeconomic status, and cultural differences, but gender as well. This
has led us to propose the question: “In a gendered world, how do we value both males and
females in the classroom?” and the sub-question “What are effective strategies we can use in the
classroom to value both male and female learners?”
We have developed a plan to study these questions and investigate how to value all
students, regardless of gender in our own classrooms. Our goal for this project is to explore and
address potential gender biases we may have in our own teaching, as well as find effective ways
we can work to address the strengths and weaknesses of both boys and girls in equitable ways
across subjects and grade levels.
Based on our research, we have found several different strategies we hope will value
learners of both genders in the classroom. The strategies we plan to use include: using popsicle
sticks to call on students, gender-neutral material, Turn and Talk, Ask Me Mailbox, grouping,
and feedback. The “Ask Me Mailbox”, provides all students with the opportunity to write notes
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Running head: EFFECTIVE STRATEGIES TO VALUE GENDER IN THE CLASSROOM
about their feelings, understanding, and questions on the material presented in class. Chainwriting is posing a question on a piece of paper and each student writes a response before
passing it on to another student. It creates class community and allows boys and girls to work
together to accomplish one goal. Turn and Talk is a strategy that gives all students the chance to
think about posed questions and talk it over with a partner, before raising their hand to answer.
This provides more wait time for students to process the questions and increase student
participation across genders. Finally, we will avoid grouping by boys and girls, instead creating
mixed gender groups for collaborative activities.
We look forward to talking with you and working together to create a gender-valuing
classroom. We thank you in advance for your willingness to assist us in our study.