Hannah Walch
Column 1
A) How do you see gender SCRIPTS
(BOYS Cite specific author
arguments, examples, and page
numbers from the Sadkers
reading!!) AND/OR Gender
STRATEGIES (GIRLS Cite
specific author arguments, examples,
and page numbers from the AAUW
reading) operating for respondents in
your Clinical site? (Cite specific
author arguments, examples, and
page numbers from the said Gender
readings, the Judith Lorber reading,
the Gender Discussion PPT on D2L,
as well as your own research/graphic
on Gender in your licensure area).
When it comes to gender scripts and gender
strategies in my clinical setting, I have noticed
significant aspects of both Sadkers and Lorber
readings. As the semester is coming to a close,
I now feel I have a better understanding of
what it means to gender script today. A gender
script is what we expect males and females to
do. A female gender script can be laundry,
cooking, and male gender script can be
building, mowing or barbecuing. Sadker
mentions the differences between adolescent
boys and girls, and it is definitely noticeable.
The boys need to reprimanded a lot more than
the girls. The boys are a lot louder, and the
girls seem a lot more quiet and reserved. The
class is majority boys and the few girls that are
in the class seem to be reserved and a little
nervous because of the strength training aspect
of the class.
When adolescent girls go through high school,
they explore different identities and really
mold into their individual styles. Sadker points
out the different behavioral strategies
expressed by girls. There are some girls that
are the talkative schoolgirl type as described
by Sadker, described as doing work on time,
EDFD 461 Content
C) You are REQUIRED to cite
arguments from Michael Genzuk,
Nicholas Wysocki, and/or Norma
Gonzalez as you describe
the ethnographic tools and
investigation strategies you are using
(or will use) to identify the assets,
strengths, or resources that exist in the
life, home and/or community of the
learner or set of learners you chose to
work with in your clinical setting
See illustrating-funds-of-knowledge-
possible-sources;
According to Gonzalez, ethnographic research
methods involving participant-observation,
interviewing, life-history narratives, and
reflection on field notes, help to uncover the
multidimensionality of student experience.
The two strategies that I use the most are
observation as well as asking the students
questions to identify their Funds of
Knowledge. By observing them during their
strength training activities, I can get a better
understanding of what they already know, and
what they are a little bit less comfortable with.
Many students are very open with me and tell
me about the activities they engage in outside
of school, what their parents do for a living,
what their friends are like, and other personal
information about their lives. Making
connections with students is important because
it creates a foundation of understanding, trust,
respect and creates an inclusive environment
for the students.
D) Use your Annotated Bibliography
Updated 2016 6 Sources

listening, and complying with adults
expectations, which is something I have
noticed with some of the girls at Winona
Senior High School.
B) How do your Developmental and/or
learning theorists learned in EDFD
400/401 help you think about WHYyou
see specific gender scripts (Sadkers
reading) and/or gender strategies
(AAUW reading) being exhibited by
the learner or set of learners you are
observing
The social learning theory focuses on gender
identity and role as a set of behaviors that are
learned from the environment. Children often
observe how others behave, encode that
particular behavior, and then imitate it.
Because of the expectations placed on children
by adults, the theory of reinforcement or
punishment can shape students gender scripts.
I have been observing the students in my
clinical setting through the lens of the social
learning theory. There was a particular
instance where a student was working out
using the bench press, with his friend sitting
right next to him on another machine NOT
doing his workout. The two were talking the
entire class period. The first student who was
working out noticed his friend not working out,
and then stopped.
Hannah Walch
PDF to discuss Annotated
Bibliography requirement C in any
2 of the 6 resourcesthat you identified
for YOUR OWN professional
development.
Source 1: Nielsen, N. (2013). Education,
Equity, and the Big Picture. Issues in Science
& Technology, 29(3), 76-82.
This article discusses low-income students and
the lack of access to early learning
opportunities and how it can hurt the childs
preparedness as they enter school. The article
also discusses how poor access to food and
abuse that children face at home has a direct
relationship to their productivity in school. It
emphasizes the importance of having good
communication between parents and the
school.
Source 2: Brown, S. L. (2004). Family
Structure and Child Well-Being: The
Significance of Parental Cohabitation. Journal
of Marriage and Family, 66(2), pp. 351-367.
The author, Susan Brown examined the
relationships between family structures and
child well-being. She found that children
living in two-biological-parent cohabiting
families experience worse outcomes, on
average, than those residing with two
biological married parents, although among
children ages 6-11, economic and parental
resources attenuate these differences. Among
adolescents ages 12-17, parental cohabitation is
negatively associated with well-being,
regardless of the levels of these resources.
Child well-being does not significantly differ
among those in cohabiting versus married
stepfamilies, two-biological-parent cohabiting
families versus cohabiting stepfamilies, or
either type of cohabiting family versus single-
mother families.
Family structures and forms have become
extremely varied over the past 30 years, not
only as a result of the high rates of divorce and
the proliferation of complex stepfamilies but
 Hannah Walch

also because of increasing rates of nonmarital

childbearing and cohabitation. Consequently,
the share of children residing with two
biological married parents has been steadily
declining, and the proportions of children
residing in stepfamilies or families formed
outside of marriage are at an all-time high.