Does Sexism Begin in the Classroom?

From: Maureen Lainez-Lerma
Email: maureen@cats.ucsc.edu
Course: Psych100G: Issues of Diversity in Developmental Psychology
College: UCSC
Instructor: Eugene Matusov
ClassWeb: http://www.ematusov.com/psych100G
ChildrenObservations: No
Date: 12 Dec 1996
Time: 16:55:49
Remote Name: octal-lab-mac02.ucsc.edu

Abstract

More than twenty years after making progress toward women's equal status, gender parity in this society is still very much a controversial issue, one that is far from resolved. The educational system is one of the areas that needs attention and reform. Girls, who enter ahead of boys in academics and equal in self-esteem, do not reflect this by the time they graduate high school. Instead, girls' self-esteem is much lower than boys', as are their academic grades, especially in math and science. Since it affects girls' social, economic and political futures, it is important to understand the reason for the disparity and the role that teachers, and the entire educational community, play in this outcome. Many activists believe that sex bias in favor of boys is the cause, and that a positive solution is all-girl schools. They believe that in this same-sex environment, girls would receive all the attention that is normally given in disproportionate amounts to boys--since they would be "the only act in town."

Paper

Cynthia Mahood was a happy, healthy young girl who loved math and science. She was assertive and outspoken--until, at about age nine, her teachers began to tell her that her behavior was inappropriate. Being a "tomboy" was not ladylike, and therefore, no acceptable. By the time Cynthia graduated from high school, she was an unhappy and painfully introverted young woman. She was also only a mediocre student. Was Cynthia just not as bright as when she began school? Or was she simply responding to the limited expectations placed upon her by her teachers, family and society?

Cynthia went on to Mills College. After two semesters at the all-female university, Cynthia rediscovered her love of science and is now a biochemistry major. She has also rediscovered her voice, saying that, "People back home immediately noticed a difference. They were surprised to find that I had opinions!"

Cynthia clearly illustrates how same-sex schools offer girls a better education and more opportunities than co-ed schools. All-girl schools eliminate gender bias and provide the coactive learning environment essential to the development of girls' self-esteem and leadership abilities. Same-sex schools produce self-confident young women with strong identities who are able to pursue careers in math, science and other predominantly male fields.

Although progress is being made in the area of gender equity, bias is still very much a part of the educational system. Jacquelynne Eccles, a Professor at the University of Michigan, found that teachers, in approximately one third of the classes she studied, showed a sexist bias in favor of boys. This bias includes calling on boys for answers more than girls, asking boys to assist in class presentations and more overall attention to boys than girls (Tanenbaum 281).

Boys call out eight times more than girls. Why? A study by Myra and David Sadker revealed that teachers consistently respond to boys' out-of-turn comments whether pertinent or not; however, when girls call out an answer, the teacher reminds them that they must raise their hands if they want to be acknowledged. Girls are trained to follow the rules, while boys are rewarded when they don't. The good behavior of the girls "frees the teacher to work with the more difficult-to-manage boys. The result is that girls receive even less time, help and fewer challenges" Tanenbaum 281). Not surprisingly, girls begin to fade into the background, not bothering to respond at all.

Because of this unequal treatment and lack of encouragement, girls find themselves unchallenged and unmotivated. Faced with low expectations in the classroom, girls begin to expect less from themselves, also. Despite the fact that girls start off ahead of boys in every subject, S.A.T. scores show that by the time girls reach about seventeen, they have fallen behind drastically, especially in math (Tanenbaum 280).

Many question the bias findings, making reference to the progress made by women in the past twenty years. Since 1973, the number of girls taking difficult math and science courses has gone up dramatically. In 1982, only 35% of girls enrolled in algebra, 46% took geometry and 30.3% took chemistry. In 1990, the numbers rose to 51, 65 and 50 percent, respectively. Opposers also point to the fact that the majority of undergraduate college students are women (Education and Gender 494).

While progress in these areas is encouraging, gender inequities are far from gone. There is still a disproportionate enrollment in science and computer courses. Despite that most teachers are women, only a small percentage of professors are female. "There is only one female head of a medical school...still a glass ceiling and sticky floor for us," says Nancy Huppertz, equity specialist in Oregon.

Cynthia went on to college, but this is not always the case. Only 67% of co-ed female students go on to college compared to approximately 100 percent of girls' school graduates. These students are also four times as likely to plan careers in math, science and technology, areas where there is still an obvious gender gap (Grant 45). This can certainly be attributed to the more challenging education offered girls in same-sex schools; nevertheless, another factor plays a major role in their decision to pursue college or not: self-esteem.

According to a 1992 report, "How Schools Shortchange Girls," boys and girls begin school with approximately the same level of self-esteem. The American Association of University Women polled 3,000 elementary school children and found that 60% of the girls and 67% of the boys stated that they were happy with themselves. These numbers change after twelve years with the girls at only 29% and the boys at 46%. This dramatic drop in the girls' self-esteem is reflected in the speech patterns that begin in adolescence. Many girls begin introducing their sentences with "I don't know," and "I may be wrong, but..." (Education and Gender 481).

At a young age, girls learn that boys need to feel superior. With this lesson being taught and reinforced over and over in the classroom, by the time girls reach their teens, they view success as unfeminine. Girls may feel pressured to resort to an identity that undermines their power. In the presence of boys, a girl may hold back her thoughts and opinions for fear of not being seen as feminine and, therefore, unattractive. Most girls succumb to this pressure in order to gain social acceptance from their teachers and, more importantly, from their peers.

Carol Denker, a high school vocational counselor, believes that many of the female students she sees would definitely benefit from all-girl schools. "Boys want to dominate in the classroom as well as outside. They need to feel smarter than girls. In turn, girls are afraid to get good grades because that will threaten their boyfriends," says Ms. Denker. Unfortunately, while poor grades may boost these girls' social lives, consistently low scores are detrimental to their self-esteem. According to the National Coalition of Girls Schools, "self-confidence and self-esteem result from experiencing success...these young women should know that it's OK to take intellectual risks because the classroom [should be] an arena for cooperative discovery" (Education and Gender 492).

A cooperative or community environment is especially important for young women, when their developing sense of self-worth is fragile and tied to everything they do. A study by the American Association of University women found that boys tend to attribute their failures to external factors. If they have problems with math, it's because "math is dumb." Girls tend to attribute obstacles to personal shortcomings. When they have problems in math, they see themselves as dumb (Gender and Education 484).

With the proper environment and encouragement, motivation and self-esteem rise dramatically. Without the presence of boys in the classroom, a girl can allow herself to use her full potential without feeling that her femininity is on the line. She can speak out, voicing her ideas and opinions and as a result, is no longer a follower but a leader. Maria Robles, a Bay Area attorney who went from a co-ed junior high to an all-girl high school said, "I appreciate the freedom that an all-girl environment provided. I was able to go to school without worrying about what I looked like and spoke up in class without blushing..."

In same-sex schools, young girls can hone leadership skills through student government. Girls can be student body presidents, not just secretaries taking minutes, as is customary in co-ed settings. They find that their opinions count and that they are capable of making critical decisions in and outside of school. These experiences give girls a positive sense of control and self-reliance, things they can take into all areas of their lives. Roberta Felker, who is principal of Illinois' Seton Academy, says, "These young women who come from single-sex schools bring a sense of strength and possibility...and a taste for power, which is critical for women getting their education" (Tanenbaum 283).

Some believe that, in addition to inspiring strength and determination, same-sex schools inspire "man-haters" who run around with meat cleavers and put these women at a disadvantage when they join the (co-ed) workforce (Ravitch 110). Those who attend these institutions disagree on both counts. Cynthia Mahood, who has a boyfriend, mentions the fact that Mills provides a shuttle to the co-ed campus of UC Berkeley, where Mills' students are allowed to cross-register for courses. She does not worry about the lack of men at Mills because her main priority if to become a doctor, and "everything else will come along by itself."

As for the single-sex graduate's inability to effectively relate and work with males, the opposite is actually true. With boys dominating in co-ed schools, girls often do not relate to boys on an equal level. Thus, they will most likely carry this behavior into the workforce.

In contrast, same-sex schools provide girls with the tools they need to succeed in the workforce. With the assets of a strong identity, well-developed leadership skills, and a solid academic background, these empowered women can relate to men as equals. Equity in working relationships results in a trickle effect which benefits employees, employers and their families alike. By allowing women to become team-players and not just subordinates, a greater amount of job satisfaction ensues. Job satisfaction is a key factor in providing a more productive atmosphere and overall sense of accomplishment. These positive feelings carry over into their personal lives, enhancing their relationships. "Graduates of same-sex schools have a better chance of balancing work and home life," says Janet McKay, president of Mills College.

Admittedly, same-sex schools do not solve all of our culture's gender inequities; on the other hand, they do provide girls with the foundation crucial to their emotional growth and future success in society.

Bibliography

Abraham, J. (1995). Divide and School. Bristol, PA: The Falmer Press.

Education and Gender. (1994, June 3). CQ Researcher, 481-498.

Grant, L. (1995, January). The Smarter Sex? World Press Review, 45.

Marland, M. (1983). Sex Differentiation and Schooling. London: Heinemann Educational Books.

Ravitch, D. (1994, October). Blackboard Bungle. Men's Health, 110.

Tanenbaum, L. (1994, July 28). Hey, Teach! The Nation, 280-284.

Last modified January 12, 1997