Failing at Fairness; How America's Schools Cheat Girls

Descripción

xiv, 347, [5] pages. DJ has minor wear and soiling. Small DJ tear at bottom of back flap. Includes Illustrations. Notes. Recommended Reading. Index. Inscribed on half-title page by David Sadker. Inscription reads: To Liz, Suz Sabine--Keep fighting for fairness! David Sadker, 6-14-08. Myra Pollack Sadker was born in Augusta, Maine in 1943. She graduated with a B.A. Magna Cum Laude from Boston University in 1964, received a master's degree from Harvard University in 1965, and an Ed.D. in education from the University of Massachusetts, Amherst, in 1971. She taught in elementary, junior and senior high schools in Massachusetts and Thailand. In 1973, she joined the faculty of American University in Washington, D.C. as professor of Education, later becoming the Dean of the School of Education until 1995. Sadker was a pioneer in the study of gender bias in America's schools. She became a leading advocate for equal educational opportunities. Through her research, Sadker alerted Americans to the academic, physical, psychological, and career-related costs of sexism. David Sadker is a Courage & Renewal facilitator who teaches and writes. With his late wife Myra, Dr. Sadker gained a national reputation for research and publications promoting equity in education. He has directed more than a dozen federal education grants, authored seven books and more than seventy-five articles. His work has been reported in hundreds of newspapers and magazines including The Washington Post, The New York Times, The London Times and Newsweek. "Failing at Fairness" examines the suppression of girls' intelligence and enthusiasm in classrooms and the emphasis placed on female appearance and accommodation. This phenomenon is found at all levels of schooling, from the primary grades through graduate school. The Sadkers, top researchers in the field of education for 20 years, have charted how, from elementary school through college and into the working world, girls are systematically denied opportunities in areas where boys are encouraged to excel, often by well-meaning teachers who are unaware they are transmitting sexist values. Derived from a Kirkus review: A telling investigation by the Sadkers of why girls metamorphose from intellectually eager first-graders into socially compliant high-school and college students who score 60 points below their male peers on SATs and achievement tests. As a result of usually-but not always-unconscious gender bias, it seems that neither girls nor boys receive their educational due. The Sadkers have been examining gender equity in the classroom for some 30 years and-with the help of some refined observation techniques-have been able to track the behavior that sends girls' self-esteem plummeting. Classroom videos reveal teachers-even those who consider themselves sensitive to issues of gender-praising, challenging, and paying attention to boys far more than to girls. Boys excel in showmanship, waving hands wildly to get attention; girls retreat, becoming quieter, learning to hide intelligence and scholarly skills in order to be popular. Meanwhile, textbooks and standard visual displays-even those revised in the light of feminist pressure-show few if any role models for girls. Interviews with students uncover that boys would literally rather die than be girls, while girls find boys' lives attractive in many ways. Sexual harassment also becomes an issue in high school and college, when girls find they often have no recourse when they are touched, grabbed, or called ``bitches'' by male classmates. The authors include a sympathetic chapter on the pressures boys feel growing up in a world where women are creating new lives, and where men are resentfully reliving the old roles. Powerful evidence that girls give up their intellectual potential as gender bias is perpetuated in the classroom.

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Detalles bibliográficos

Título

Failing at Fairness; How America's Schools Cheat Girls

Editor

Charles Scribner's Sons, New York, N.Y.

Fecha de publicación

1994

Idioma

Inglés

ISBN 10

0684195410

ISBN 13

9780684195414

Encuadernación

Hardcover

Edición

First printing [stated].

Estado

Very good

Estado de la sobrecubierta

Good

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