Sadia Alvi

G/T Independent Research

Annotated Source List

Alber, Rebecca. "Gender Equity in the Classroom." ​Edutopia​, 27 Jan. 2017,

www.edutopia.org/blog/gender-equity-classroom-rebecca-alber. Accessed 19 May 2019.

In an observation, it was discovered that boys tend to dominate classroom discussions.

They may do by raising their hand and volunteering more frequently when a question is asked to
the class. This causes an unciousess reliance on males to answer those questions, therefore
leading to unintentional gender bias in classroom instruction. This issue does not begin in
college, but has been seen in but has been seen in grade school, in which teachers interact less
with females as well. Along with the gender disparity in participation, it has also been seen in
curricular materials. Male-dominant curricular materials were found in classrooms across the
United States.
This source is extremely credible because all of the information written comes from
observations and research. The author made many good points from books written by other
experts on the subject. This is therefore not biased all of the information introduced is based on
facts.

Andrus, Shannon, et al. "Miles to go: The continuing quest for gender equity in the classroom:
Gender-conscious teaching can help all students dismantle stereotypes and grow without
the restrictions that come from bias." Phi Delta Kappan, Oct. 2018, p. 46. Professional
Collection,
http://link.galegroup.com/apps/doc/A562866810/GPS?u=elli85889&sid=GPS&xid=5c3f
13b8. Accessed 10 Jan. 2019.

Despite the higher grade point averages (GPA’s), women continue to face many
challenges, especially within the STEM field. With extremely skewed course-taking patterns,
girls take fewer STEM courses in high school, and when they reach college, the issue only gets
worse, as they are less likely to take those courses once they reach this point of age. The cause of
this discrepancy may be induced by student-teacher interactions. For example, women tend to
receive less attention from their teachers, pick up more comments on their appearance rather than
their academic skills, and receive lower-quality comments than males. As a reaction to these
biases against them, stereotype threat is triggered, the fear that what someone does can create
negative stereotypes about them. Biases can also cause women to steer away from the classes
that they were stereotyped in.
This source if very helpful towards the research about gender bias and how they affect
women in STEM fields. The article is not biased because all authors are specialized in the field
and know what they are articulating. Additionally, there is no attempt to skew the readers' ideas
because the authors are only attempting to share their findings of a study. A researcher would
benefit from this source because it has crucial information about how teachers may be
implementing gender bias within their own classroom, as well as ways to reduce those
stereotypes.
Basu, Sharmistha, et al. "Learning to Be Gendered: Gender Socialization in Early Adolescence
Among Urban Poor in Delhi, India, and Shanghai, ChinaJourna." Journal of Adolescent
Health, vol. 61, no. 4, Oct. 2017,
www.jahonline.org/article/S1054-139X(17)30153-2/fulltext. Accessed 25 Oct. 2018.

A study was conducted in order to understand the process of gender socialization in

young people. Through this study, it was proven that in areas like Delhi and Shanghai, parents
tend to teach their children to comply with gender norms. In these two areas, however, there are
different prevalent norms. For example, in Delhi, a common expectation is that girls dress
“appropriately,” a norm that is not followed in Shanghai. Also, Shangai does not have the
expectation for girls to be more proper and disciplined. In Delhi, it is affirmed that girls should
always act feminine as well. Delhi attempts to strengthen females capabilities in completing
chores and raising a family, while boys are developed to protect families. In comparison,
Shanghai would much rather prefer that both genders have success in school and preparations for
future professions.
This source is very helpful because the substantial amount of statistics addresses the
expectations and norms in different parts of the world. This source is effective because it uses
real examples to prove different points how gender norms can contrast when being compared.
This source is not very biased because all of the information is from a primary study that the
authors conducted. To further research, a researcher can gather evidence that gender expectations
differ across the globe. Additionally, the article raises new questions about whether one's
economic background affects these results.

Bach, Deborah. "Study examines why some STEM fields have fewer women than others."
Phys.org​, 13 Oct. 2016, phys.org/news/2016-10-stem-fields-women.html. Accessed 8
Apr. 2019.

When a new University of Washington compared gender disparities across STEM fields,
three main factors driving the disparity were found, and the most influential was the “masculine
culture” that makes the women feel as though they don’t belong. Although they are
underrepresented within the STEM field, people tend to put all these subjects together, although
they are up a good portion in some aspects of the STEM field. For example, women now earn 37
percent of undergraduate degrees across the United States, but their representation varies
throughout the fields. They make up 40 percent of the math field but only 18 percent of computer
science.
This source is extremely helpful towards the research of gender bias within the STEM
field because it explains reasons behind the question of why females are so underrepresented in
parts of the STEM field. Additionally, this is a credible source, because all of the information
introduced in cited with evidence from other research.

Beede, David, et al. "Women in STEM: A Gender Gap to Innovation." ​U.S. Department of
Commerce​. ​MasterFILE Premier,​ files.eric.ed.gov/fulltext/ED523766.pdf. Accessed 10
Jan. 2019.
 In the STEM field— referring to science, technology, engineering, and math—women
are vastly underrepresented compared to men, which is further exemplified through many
statistics in the workforce. For example, there are less than 25% of women in the STEM field
and are not as likely as men to receive a STEM undergraduate degree. Many factors may be the
cause of the lacking amount of women in this field: gender stereotyping, little women role
models, and little flexibility in families that allow women to go into the STEM field. Throughout
STEM jobs, there are variations between the number of women in the occupation. In 2009,
women made up 27% of the computer and math workforce, a drop from the percentage in 2000.
Additionally, between 2000 and 2009, the number of female engineers went up by 12,000.
This source if very credible because it was written by multiple, plausible group of people
on a fact-based article about gender inequality in the STEM field. There is little to no bias
because the authors are simply presenting facts about the topic and aims to provide data that will
allow for more people to be informed about this issue. However, one issue about the article is
publication date. The article focuses on the 2000s, so it is important to keep in mind that it is a
little out of date. Also, it makes no attempt to discuss the reasons behind the underrepresentation
of women in STEM fields.

Blum, Robert W., et al. "It Begins at 10: How Gender Expectations Shape Early Adolescence
Around the World." Journal of Adolescent Health, Oct. 2017,
www.jahonline.org/article/S1054-139X(17)30355-5/abstract. Accessed 17 Oct. 2018.

Gender norms and expectations can have a momentous impact on boys and girls. This
article encompasses conclusions drawn from a study; adolescents and parents were questioned
about their experiences of aging as a girl or boy. The analysis incorporates multiple locations
from which the study was taken. The study shows that globally, a false idea is affirmed, claiming
that girls are defenseless and sensitive while boys are tenacious and self-reliant. Another
worldwide myth is that boys are considered predators and girls are the targets. In Egypt, female
vulnerability is a dominant norm, causing them to be more confined than males. A girl in Egypt
claimed that she cannot leave her house as she pleases. If she were to come home late, her
parents would immediately punish her, but a male would not face such consequences. Due to
these gender norms, both boys and girls are detrimentally affected. Consequences associated
with girls include child marriages and early school leaving. Boys may become more engaged in
physical violence, causing more deaths.
This source if very helpful towards the research about gender stereotypes and how they
affect girls and boys. The article is credible and is not very biased because all authors are
specialized in the field and know what they are articulating. Additionally, there is no attempt to
skew the readers' ideas, but are rather sharing their findings of the study. A researcher would
benefit from this source because it has an ample amount of new information about how girls and
boys can be negatively affected by these norms.

Campbell, Patricia B., and Jennifer Storo. "Why Me? Why My Classroom? The Need for Equity
in Coed Math and Science Classes." ​Campbell-Kibler Associates​,
www.campbell-kibler.com/whyme.pdf. Accessed 13 Dec. 2018.
 As science related achievements are decreasing, the gap between accomplished girls and
boys are increasing. According to the National Assessment of Educational Progress, between
1978 and 1990, 4.1% of eighth grade male students had higher scores than females, and by 1990,
this percentage was raised to 5.5%. The National Science Foundation also found that there have
been fewer women graduating in classes such as science and engineering. These issues may be
caused by teachers. In fact, a study found that math and science teachers have a momentous
influence on students and can be one of the most effective. The classroom environment can be
another factor that affects gender roles within a classroom. A classroom that contains positive
students, advantageous role models and even little things like what is posted on the walls can
help to keep boys or girls in classes. For example, girls tend to be more successful in classrooms
that are equitable. Although many teachers strongly believe they treat all students equally, this is
hardly ever the case. For example, teachers institute more interactions, both positive and
negative, towards boys rather than girls. In order to fix these issues, a coed classroom is needed;
a teacher rather than a student dominates, all students speak, praise is based on achievement, and
more.
This is a very beneficial, credible source that can be very helpful when understanding
some of the main points about gender bias within education. It contains many essential key
points about these gender roles that are important to understand when researching such a topic. It
is not biased because the author is credible herself, as she has a Ph.D. Questions are raised after
reading this source, as one may be more eager to find more information about how males are
negatively affected in classrooms, because this article is lacking that topic.

Dasgupta, Nilanjana, and Jane Stout. "Girls and Women in Science, Technology, Engineering,
and Mathematics: STEMing the Tide and Broadening Participation in STEM Careers."
Sage Journals.​ ​SAGE Journals Online​,
journals.sagepub.com/doi/full/10.1177/2372732214549471. Accessed 17 Apr. 2019.

Unfortunately, many female college students have less role models to look up to in this
career department. A way to overcome this challenge is by devising opportunities for STEM
workers to visit classrooms and discuss their research in interesting ways, allowing the students
to see real examples of what scientists and engineers do and meet actual scientists and engineers,
especially women. At least 50% of these visitors should be female from STEM programs,
provided that female students are positively influenced by female role models in STEM.
This source is very helpful because not only does it give facts abouts the few female role
models women in the STEM field have, but it also explains ways to overcome those issues. This
is a credible source, as it comes from a credible database and cites where it found all of its
information.

Duczeminski, Matt. "The Effects of Stereotyping in Schools." ​Seattle PI​,

education.seattlepi.com/effects-stereotyping-schools-2035.html. Accessed 5 Oct. 2018.

The world’s population contains stereotypical thoughts and beliefs that influence all
students in some way. Stereotyping is defined as categorizing people into a larger group of
people, taking away the possibility for students to grow as individuals. They can also cause
students to feel like they belong into the group that are integrated within. Lower class minorities
struggle in succeeding in school because not only do they have to study as hard as everyone else,
but they also have to face the stereotypes against them. To stop this, teachers should be aware of
the stereotypes within their classroom and know how to remove its effects.
This source was somewhat useful. It was helpful in a way in which it states the definition
of what stereotyping is, something that should be general knowledge about the topic. Also, there
is no date anywhere in the article, making it less credible. This source causes an imperative
question to arise: In what ways can teachers specifically remove the effects of stereotype threat
within a classroom?

Fredua-Kwarteng, Eric. “A Perspective on Gender Disparity in Mathematics Education.” ​Online

Submission​, Nov. 2005. ​EBSCOhost​,
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED493750&site=ehost-live.
Accessed 13 Dec. 2018.

In Canada as well as in the United States, there a gap between the achievements between
girls and boys in mathematics. In the U.S, it was reported that in the 40,000 young students who
took the SAT, the math scores displayed a significantly higher mean and larger difference for
males than observed for females. The male and female consisted of the following ratios: 2:1 for
adolescents with SAT-mathematics score of at least 500, 4:1 for scores that were at least 600,
and 13:1 for scores that were at least 700. Equity is an important concept as well and the study
sets forth three views of it: equal opportunity to learn math, equal treatment in education, and
equal educational outcomes. However, there are still differences between each gender enrolled in
mathematical classes. For example, there is a 25% chance that female high school students
would enroll in math courses relative to 60% for males. Teachers may be apart of the issue as
well. Although math teachers will not treat female students blatantly different due to
administrative rules, Meyer claims that males still have a different experience in math classes
when compared to females. Furthermore, along with the fact that teachers create the patterns of
classroom discourse, they tend to call more frequently on boys who are competitive and
aggressive, which is usually what a boy would do. Even if a girl were to become aggressive, it
would be seen as an act of indecency.
This source is very helpful because the substantial amount of statistics addresses the
gender gap between boys and girls and how it is prevalent in mathematics.. This source is
effective because it uses real examples to prove different points about how males and females are
affected by these norms. This source is not very biased because all of the information is from a
primary study that the authors conducted. The source allows for the advancing of research
because it creates a new perspective in which one can see how gender roles are significant in a
different subject: mathematics.

Luscombe, Belinda. "Kids Believe Gender Stereotypes by Age 10, Global Study Finds." Time,
20 Sept. 2017. Time, time.com/4948607/gender-stereotypes-roles/. Accessed 24 Oct.
2018.

In most societies around the world, male adolescents are told to go outdoors often, while
female adolescents are disclosed to staying home and working. A six-year study was taken; it
contained ten to fourteen-year-olds from 15 different countries in which 450 adolescents and
their parent were interviewed. The study revealed that from extremely conservative and liberal
societies, children rapidly embody false beliefs that girls are defenseless while boys are capable
and self-reliant. Although one may believe that teaching females to be cautious and boys to be
tenacious is beneficial, these assumptions can be restricting and can have negative consequences.
For example, what is deemed as protection of girls can evolve into an expectation that girls
should always comply with others, causing them to make fewer decisions of their own. At a
young age, boys seem to advance and grow while girls are powerless in their own world.
Because of early exposure to these expectations, education that brings awareness to this issue
would be more useful for adolescents than the fifteen-year-olds that currently make use of them.
The source is reputable because it accommodates information about the effects of gender
expectations. However, this article is lacking, for it does not go into depth about the study and
only summarizes main points. There seems to be very little to no bias because the article is
concluding facts from a study, and no opinions are mentioned. The article allows for the
advancement of research because it proves how different ages affect their views on gender
expectations. One can use the information to specify their topic if the researcher is interested in
gender expectations.

Marshall, Carol Sue, and Judy Reinhartz. “Gender Issues in the Classroom.” ​Clearing House,​
vol. 70, no. 6, July 1997, p. 333. ​EBSCOhost​,
search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=942731&site=ehost-live.
Accessed 9 Nov. 2018.

In American classrooms, gender bias can be extremely faint that the teachers may not
even acknowledge its existence. This is because teachers rarely have the time to look deeper into
these issues. Studies show that teachers casual teaching plays a considerable role in the
accomplishments of boys and girls. Teachers impact these students in both informal and formal
ways. The school’s setting causes stress in boys while encouraging girls to let their capabilities
degenerate. Additionally, the case study discusses gender differences within students as well as
teachers. In students, gender behaviors do not occur simultaneously but are established early and
are developed as time goes on. In fact, students as early as preschool separate themselves by
gender and can be extremely influenced by norms created by society for gender behavior.
Furthermore, students behave differently due to their gender. There is also a difference between
male and female teachers. Male teachers are likely to be more honest and direct to their students,
while female teachers come out as indirect. It was concluded that male teachers tend to be more
commanding and decisive while female teachers create a more friendly, welcoming environment.
This source if very helpful towards the research about gender roles in schools and how
they affect the students as well as teachers. The article is credible and is not very biased because
all of the information gathered is from primary studies. Additionally, there is no attempt to skew
the readers' ideas, but are rather sharing their findings of the study. A researcher would benefit
from this source because it has an abundant amount of new information about how teachers
affect students through gender stereotypes and the ways that make this possible.

Ngoma, Heather. "How Teachers Can Reduce Stereotype Threat In The Classroom."Rutgers
Center For Effective School Practices, cesp.rutgers.edu/blog/
how-teachers-can-reduce-stereotype-threat-classroom. Accessed 9 Oct. 2018.
 Stereotype Threat, a theory established by social psychologists Claude Steele and Joshua
Aronson, is a threat students experience when they are in a position that could confirm negative
stereotypes about a social group they are associated with. The result of Stereotype Threat on
students can be lower test scores and hindering academic achievement. When students are able to
acknowledge Stereotype Threat within their classroom, it becomes easier for them to remove its
effects. However, when students feel these stereotypes defining them, they are used as an excuse
for poor academic results. There are multiple ways to protect students from the effects of
Stereotype Threat: creating an identity safe classroom where they are secure and valued,
ensuring positive images, and giving advanced warnings about the effects.
This source is very helpful because the substantial amount of information addresses the
many approaches one may take in order to protect students from the effects of Stereotype Threat.
This source is effective because it uses real examples to prove different points about how
stereotyping affects students. It also allows for the advancement of research, because after
analyzing the main idea about Stereotype Threat, it raises new questions on how to stop it. This
article has an ample amount of that information. After reading this article, new questions arise on
whether there are more ways of reducing the effects of Stereotype Threat.

Nix, Samantha, et al. “Perceived Mathematical Ability under Challenge: A Longitudinal

Perspective on Sex Segregation among STEM Degree Fields.” Grantee Submission, vol.
6, June 2015, p. 6. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED573266&site=ehost-live.
Accessed 17 Jan. 2019.

A possible explanation for the gender bias in STEM education is socially influenced
beliefs. ​Women's 12th-grade views of their ability under mathematics challenge increased their
chance of selecting PEMC majors over and above biology. Additionally, it was found that
women who entered college as potential STEM majors were more adamant in their choice of
major than of men. In order to stop the issue of underrepresentation of women, a simple change
is mindset can dramatically help the issue. If girls are more prone to view their abilities as fixed
rather than changeable, they may begin to believe that they are not capable of improving when
they encounter setbacks on challenging mathematics assignments. Moreover, women face
stereotype threat, causing them to be constantly reminded that they are more weak in
mathematics. When they are notified about this gender stereotype, they propose mediation to
help allay that effect.
This source is extremely helpful towards the research of gender bias within education
because it opens up to new reasons as to why females may be in fewer STEM fields as they grow
older. The source is not very biased because the authors are extremely credible and the website
does not advocate for a single cause. Furthermore, this source raises new questions about
additional causes of gender inequity as well as if the teacher may be apart of the issue.

Quaid, Libby. "Math Study Finds Girls Are Just As Good As Boys." ​The Associated Press
[Lincoln, Illinois], 24 July 2008. ​SIRS Discoverer,​
discoverer.prod.sirs.com/discoweb/disco/do/
 article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000281098. Accessed 10
Oct. 2018.

Although parents and teachers stereotypically continue to believe boys are exceptional at
math, statistics prove that girls are as brilliant in the subject. Researchers were unable to
determine any true significance between gender when comparing the scores of boys and girls.
Although both genders transcend in math, boys still excel in sciences. Due to this stereotype,
women feel like an outlier when walking into a male majority class. Also, because there are
fewer women is science and technology, women tend to do worse on the SAT. While boys
scored an average of 533 in math; however, girls were averaging at 499.
This source is partially useful; although it does contain many quotes and factual
examples, there are not many statistics that prove males and females have the same brilliance in
math. Also, when the author discusses the SAT scores of both boys and girls, she does not
elaborate, causing her point to weaken. However, this source is effective in the way that it shows
how females feel when in a male majority class by quoting what students had to say about being
in that exact situation. This source causes an imperative question to arise: how does this
stereotype affect different students decisions on taking a class with a gender majority?

Raina, Shruti. "Gender Bias in Education." ​International Journal of Research Pedagogy and
Technology in Education and Movement Sciences​,
www.ijems.net/issue02Dec.IJEMSp05.pdf. Accessed 6 Dec. 2018.

There are multiple ways in which gender bias in education is applied to women. For
example, sociologists of education see the educational system as an institution of social and
cultural reproduction and gender bias is created through the formal and informal school
processes. Additionally, course taking is another cause of gender bias. Females tend to take
fewer mathematical and scientific courses, causing them to be less likely to have those jobs in
the future. A study by the American Association of Women reported that in 1992, females
received less attention from their teachers, and are more short changed in the classroom. The
hidden curriculum, the idea that teachers interact with students in ways that reinforce relations of
gender, may do so in multiple ways. For instance, students may help around schools in specific
ways that exemplify these roles and uniform rules could be seen as creating more gender roles.
This source is extremely helpful and contains substantial of research on exactly how
gender roles in classrooms are implemented. The article is credible and not very biased because
they are speaking about a few original studies and are only summarizing what had occured. A
researcher would benefit from this source because it allows for them to further their research on
the topic of gender roles and contains many new pieces of information that relate to gender bias
in education.

Robinson, Joseph P., et al. “The Effects of Teachers’ Gender-Stereotypical Expectations on the
Development of the Math Gender Gap.” Society for Research on Educational
Effectiveness, Society for Research on Educational Effectiveness, 1 Jan. 2011.
EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED528920&site=ehost-live.
Accessed 17 Jan. 2019.
 It has been proven that gender gaps have favored males as early as kindergarten or first
grade. Because of this, students career paths are affected. For example, men earned 82% of
engineering bachelors degrees, while women only received 18%. Researchers have found that
teachers hold higher expectations for males and see the math subject as a “male domain.”
However, recent studies propose that teachers rate the performance of girls more genially than
male performance. In a study to determine whether teachers still rate the mathematics
proficiency of girls higher when boys and girls are equated in terms of demographics, it was
concluded that teachers rate the math skills of girls lower than boys. Additionally, another study
displays that girls suffer more disadvantages in math to boys all periods that were analyzed
consistent with recent studies.
This source is very credible because the authors conducted their very own studies rather
than taking the information from another source. Additionally, it contains little to know bias
because there are no opinions within the source and the authors are simply stating the findings of
their studies. Furthermore, the study allows a reader to develop a better understanding of gender
discrimination between males and females. It also creates more questions about the specific
reasons behind gender inequity at a young age.

Sanders, Jo. "A SPECIAL SECTION ON GENDER EQUITY: Something Is Missing from
Teacher Education: Attention to Two Genders." ​Phi Delta Kappan,​ Nov. 2002, p. 241.
Student Resources In Context,​
http://link.galegroup.com/apps/doc/A94462794/SUIC?u=elli85889&sid=SUIC&xid=394
17cd5.Accessed 15 Nov. 2018.

Beliefs about gender roles continuously affect students and their achievements. There are
many examples that display the divide between boys and girls. For example, in the computer
science class last year, ​there were more than 9 boys for every girl taking the highest- level
Advanced Placement test. Also, 85% of eighth grade through eleventh grade girls have been
sexually harassed, while 75% of boys have been. Additionally, only one school shooting was not
committed by boys. Due to the inequalities facing racial, ethnic, and socioeconomic groups,
learning about culture is prominent today. However, gender equity is not conspicuous. In the
1990’s, gender equity was limited; a study shows that while most faculty members thought
gender equity was important, only 11% reported expanded coverage. Also, a survey found that
most instructors only taught sociology courses less than two hours a semester.
This source is reputable and trustworthy. It encompasses an abundant amount of ideas
about gender equity and how teachers may be responsible for its occurrence. Furthermore, the
article contains findings from surveys and studies, allowing for it to be unbiased and credible.
This source may be beneficial to a researcher because it gives a substantial amount of
information about teachers roles in gender equity and how they may limit these issues.

Sparks, Sarah D. "Classroom Biases Hinder Students' Learning." ​Education Week​, Editorial
Projects in Education, 27 Oct. 2015, www.edweek.org/ew/articles/2015/10/28/classroom-
biases-hinder-students-learning.html. Accessed 3 Oct.2018.

Stereotypes and biases within a classroom can cause students to feel disadvantaged, less
belonging, and perform worse in their studies. This can occur when teachers isolate their students
by treating them differently than others. These types of interactions trigger stereotype threat, the
fear that what someone does can create bad stereotypes about them. For example, a women left
of an AP class because she was the only African American, making her feel dumb. The article
states that one can stop these triggers from occurring in schools by creating social support for
students going into harder classes.
This article is very helpful since in addresses stereotype threat, an important aspect for
research about the stereotypes in education. This source has little to no bias because most of the
information encompasses facts, not opinions. The author, Sarah D. Sparks, did a great job in this
article because she used many real world examples of actual students experiencing different
issues because of the stereotypes against them. These examples can be used in later papers about
the topic of stereotypes in schools.

Stevens, Kaylene Mae, and Christopher C. Martell. “An Avenue for Challenging Sexism:
Examining the High School Sociology Classroom.” ​Journal of Social Science Education,​
vol. 15, no. 1, Jan. 2016, pp. 63–73. ​EBSCOhost,​
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1101095&site=ehost-live
.

In a study of teachers and students in a sociology class, it was found that taking a Gender
Studies course allows for the decline in sexist attitudes towards females. For example, there was
a 68.8% cutback in sexism because they were able to critically think about gender inequity. The
study also display that these sociology courses bring awareness to gender roles in order to
minimize any prejudice. Some ways that a teacher can implement gender equality is by calling
on both genders fairly, refraining from any stereotypical gender roles, and discipling students
equally. The study also explains why woman feel disadvantaged in a classroom: they have been
disadvantaged in the past and are underrepresented in textbooks, which can create problems.
After completing an analysis on six high school social studies teachers, three dominant themes
arose. Firstly, the teachers views on gender inequality affected what they believed the point of a
sociology class was and how they they teach their students. Additionally, teachers have a
difficult time covering woman’s issues in their class, for the class emphasized them. Lastly,
teachers believe sociology is an important class since it was made to bring awareness and limit
sexism.
This source is very credible and helpful towards the research of gender roles within
schools. It has an in-depth analysis on how one may reduce the effects of gender roles, allowing
for the advancement of the research question. Additionally, the article is not biased because the
author does not include their own ideas, rather they only add facts and statistics from
experiments and studies.

Sumi, V. S. “Education and Gender Discrimination.” ​Online Submission,​ Online Submission, 25

Feb. 2012. ​EBSCOhost​, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED
543630&site=ehost-live. Accessed 6 Dec. 2018.

Gender bias within education causes few people to attempt to fix the issue. Those who
are affected by these tendencies were trained through the many years of schooling to be inactive,
and teachers themselves can be seen as unaware of their biased teaching manners because they
were taught to teach this way and gender inequities through their teaching styles are generally
overlooked. For example, a study shows that although men and women may be sitting in the
same classroom, they are unintentionally getting different education. Upon entering school,
women tend to perform better or equal to boys, but as graduation comes near, they fall behind.
Unfortunately, female children are extremely helpless due to the agony caused by gender bias.
There are many ways it which teachers may be applying these roles. For example, when teachers
line up their students by gender, teachers are asserting that there's a difference between them.
The study also explains how teachers socialize girls in the direction of a feminine standard. Girls
are admired for being neat and quiet, while boys are encouraged to exalt independence, activity,
and speaking up. When teachers recognise the gender bias in their classrooms, they should be
given the tools the end its effects. The article provided the example that teachers may be
provided with a self-directed module aiming to reduce gender bias in the classroom.
This is an excellent source to further one's knowledge about gender bias within
classrooms. It gives compelling information about how these roles exist and what teachers may
do to solve the issue, allowing one to further their research on such a topic. However, this source
is a summary of a few other studies, so it only gives general and important points about those
researches. The source creates more questions about the study, so it is important to examine the
full studies that were cited in this source.

Wasburn, Mara H. “Is Your Classroom Woman-Friendly?” ​College Teaching​, vol. 52, no. 4, Fall
2004, p. 156. ​EBSCOhost​,
search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=14735218&site=ehost-live.
Accessed 9 Nov. 2018.

A report suggests that over time, less and less woman have been found in technology
classes. The Morrella Commission described that woman would imperil their education on such
topics like technology, and when it is time for them do select a career, they have only a minimal
amount of knowledge on technology and math based fields. Females who do enter these fields in
college are inadequate with computers and other technology-related areas. Additionally, their
goals don’t tend to be as construed as males, causing a lack of confidence. Instructors are
determined to allow for a woman-friendly environment. In order to achieve there are multiple
strategies that can be applied to a classroom to bring awareness of the effects of gender norms:
ask the class to define the word “gender,” allow the class to create a definition together that
works best, avoid distinguishing males and females, allow each student to have the opportunity
to work with each task, and more.
The source is reputable because it contains information about the effects of gender roles
on woman. There seems to be very little to no bias because the article is concluding facts from a
study, and no opinions are mentioned. The article allows for the advancement of research
because it demonstrates how and why females may not be in many technology based classes.
One can use the information to specify their topic if the researcher is interested in gender roles
within education.

Yu, Chunyan, et al. "Marching to a Different Drummer: A Cross-Cultural Comparison of Young

Adolescents Who Challenge Gender Norms." Journal of Adolescent Health, Oct. 2017,
www.jahonline.org/article/S1054-139X(17)30331-2/fulltext. Accessed 17 Oct. 2018.
 In a Global Early Adolescent Study, a cross-cultural analysis containing multiple
countries took place to delve into the many gender norms worldwide. Gender norms are the
expectations associated with a particular gender and defines how one should undertake them
accordingly. Four countries included specified in the comparison include Baltimore, Delhi,
Ghent, and Shanghai, all with analogous gender stereotypes. For example, in Baltimore, boys
who are known as challenging norms include those who do not play sports and act more
feminine. This is comparable to Delhi, where challenging norms include boys who assist their
mothers in everyday chores and enjoy cooking. Consequences that derive from these stereotypes
alter depending on where they are taking place. In Belgium, contending with these norms were
not an issue. However, in places like Shanghai, there are mental health issues associated with
denying their gender norms.
The source is very reputable because it contains a substantial amount of information
about global stereotypes. It consists of various factual ideas and examples, allowing for it to be
unbiased. Also, the study is credible because it specifically identified the participants and
included a detailed description of the respondents. This allows for the advancement of research
because it depicts exactly how gender norms differ and coincide in different settings.