IMPLEMENTING GENDER-FAIR TEACHING IN A RURAL HIGH SCHOOL SCIENCE CLASSROOM

Rural Educator, The, Winter 2003 by Lindstrom, Heidi L, Tracy, Dyanne M

M: I would do twice as much homework and get better grades.

F: I could get bad grades and still be cool.(p)

M: I wouldn't get out of bed. I would want to die.(n)

F: I would get to stay out later and do more.(p)

M: I wouldn't get to play football. So I would have to play on the Volleyball and [girls] basketball teams.(n)

F: I would finally be good at sports.(p)

M: I would wear high heels and short skirts

F: I could burp and be cool.

M: I would have to learn to put on make-up.(n)

F: I could finally pee on a tree.(p)

It is obvious that boys felt that many aspects of their lives would be at a disadvantage by being a girl. Some boys felt that a day as a girl would be a truly painful experience. However, it is obvious that girls felt relieved from social pressures and saw many more opportunities in life as a boy. Girls felt an overwhelming sense of positional respect as a male, based upon gender alone. Girls did not perceive any negative aspects of the male gender role. Likewise boys struggled to perceive any positive aspects of the female gender role.

Implementing single-gender groups. While building parallel and series circuits in Lindstrom's class, same-sex groups were established. Girls made sure that each group member had an opportunity to use the equipment while working together. However, the all-male groups experienced a higher level of misconduct and equipment misuse than the all-female group. In addition, in all-male groups, one male would still usually control the equipment while the others watched.

Implications

While Lindstrom's high school mission statement promises students success "as socially responsible contributing members [in] an ever-changing global society," gender equity issues are not addressed. However, Lindstrom recognized the need to prepare her students to succeed in environments where gender bias has created differentiated opportunities.

While implementing a series of teacher behaviors and curricular activities, Lindstrom realized her personal "mission" to allow students to truly envision themselves anywhere in "an ever-changing global society." Important implications for students' perceptions and behaviors are apparent from Lindstrom's personal implementation of gender equity strategies in the classroom.

Challenging Restrictive Gender Stereotypes

The effects of sixteen years of gender socialization on tenth-grade students is quite apparent to teachers who have "a deep understanding of (a) stereotypical male and female behaviors; (b) gender-specific differences in classroom behaviors; and, (c) genderequitable teaching behaviors" (Rodrick & Tracy, 2001; Sadker and Sadker, 1994). However, high school students have little understanding that gender roles are dictated by cultural rewards and punishments (Pipher, 1994; Pollack, 1998). Moreover, many teachers do not understand how students become socialized according to accepted gender roles and this leads to continued stereotypical student behaviors (Lindsey, 1995; Sadker & Sadker, 1994), stereotypical occupational aspirations and stereotypical academic competencies (Horgan, 1995). This may be exacerbated in rural schools (Cobb, Mclntire, & Pratt, 1989).