September 6, 2021
Gender Issues in Elementary Education
Statement of Purpose
Gender differences between boys and girls in elementary school influence learning outcomes and the children’s future. Addressing gender diversity in the classroom encourages the involvement of all learners in the classroom activities. The gender diversity project will be effective in enabling educators to apply gender-teaching strategies in the classroom. The intended audience for the project is kindergarten and elementary school teachers. I will use a PowerPoint presentation to share the final project. The project will teach kindergarten and elementary school teachers 10 creative ways to successfully engage boys and girls in the classroom.
Gender differences between boys and girls are indicated by patterns of behavior and student attitudes, interaction styles, choices, and motivation. These differences arise from parental influence, the socialization process, media, and peer influence (Toma, Greca & Orozco Gómez, 2019). The project is important because it will help educators understand their role in perpetuating gender differences in the classroom that often affect learning. It was chosen because the gender-teaching strategies will enable educators to identify ways in which gender differences impact learning and train how to implement gender-inclusive teaching.
Gender issues are important in education because they determine the learning outcomes and the student’s future behaviors. Addressing gender matters in elementary classrooms enables educators to meet the learning needs of boys and girls (Roig, 2018). Gender is a critical educational factor in education that researchers have explored to try and improve knowledge and classroom strategies. The project will help teachers in the classroom today by highlighting the influence of socialization on children to help them devise strategies that will eliminate the differences within the classroom environment.
According to researchers, kindergarten and elementary school children encounter gender issues due to brain-based differences, perception differences, physical and biological differences. These factors determine the student’s level of classroom participation and graduation to the next education level (Toma, Greca & Orozco Gómez, 2019). The teacher’s relationship with boys and girls in the classroom is different. Gender issues and differences in education make teachers give boys more attention than girls by giving them more complicated tasks or allocating more time for similar tasks. All students should be treated equally and given the same learning opportunities (Roig, 2018). The teacher’s duty towards the elementary school students is to collaborate with the parents, administrators to design strategies that will create gender-inclusive classrooms.
There are many ways in which educators can remove gender barriers in the classroom to improve the learning environment. The project will outline various strategies after identifying an appropriate audience, describing the audience’s immediate needs, and the best forum for engagement. The project will help teachers understand and pay attention to interactions between boys and girls in the classroom. It will also highlight the difference in the interaction between teachers and students. Research shows that, in the elementary classroom, teachers interact with boys more than girls because boys speak up more than girls thus getting more opportunities (Staley & Leonardi, 2018). Teachers are unaware of the type of interactions they have with boys and girls and the impact on classroom behavior. Research studies on gender issues in education provide valuable information to educators today by teaching the importance of respecting and navigating differences between boys and girls in the classroom.
The project can be integrated into a classroom through the creation of gender-friendly lesson plans and the adoption of gender-neutral language. Gender-friendly lesson plans guarantee success in classroom activities since they focus on specific objectives, guided practice, and understanding. Teachers in other schools can benefit from the project by comparing the strategies outlined with their current practices. Effective strategies will be used as a measure of comparison during the implementation of new initiatives in other schools. The final project can be useful in professional learning communities (PLC) by teaching educators to set clear objectives that enhance student learning and guide the development of new habits (Larena Health, 2017). To implement the project in the classroom, educators will need materials such as gender-neutral texts and charts that outline appropriate language to use in the classroom.
Description of the Projected Outcomes
The project will lead to outcomes such as improvement of the classroom’s physical environment. The physical learning environment such as furniture and material determines the student’s response to learning activities. Learning materials such as texts enforce gender roles and teach students behavioral norms. The project will guarantee the students are proved with appropriate material that deconstructs and enforce myths. Secondly, the learner’s psychological state and attitude towards learning will improve. Thirdly, classroom instruction will change and students will respond more positively to classroom activities. Lastly, teachers will increase their knowledge of gender-friendly practices. The project will help teachers accomplish long-term goals that ensure teachers provide students with the best learning opportunities. Implementing gender-friendly practices will assure sustainability by teaching learners appropriate skills that improve classroom interactions and learning outcomes.
Larena Health. (2017). 4 Ways to Build Effective PLCs. Retrieved September 24, 2021, from https://www.activelylearn.com/post/build-effective-plcs
Roig, J. (2018, November 21). The compounding effects of a positive learning environment. Retrieved September 24, 2021, from https://roigacademy.com/effects-of-a-positive-learning-environment/
Staley, S., & Leonardi, B. (2018). Complicating What We Know: Focusing on Educators’ Processes of Becoming Gender and Sexual Diversity Inclusive. Theory Into Practice, 58(1), 29–38. https://doi.org/10.1080/00405841.2018.1536916
Toma, R. B., Greca, I. M., & Orozco Gómez, M. L. (2019). Attitudes towards science and views of nature of science among elementary school students in terms of gender, cultural background, and grade level variables. Research in Science & Technological Education, 37(4), 492–515. https://doi.org/10.1080/02635143.2018.1561433
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