Encouraging Girls in Math and Science Essay -- Essays Papers

supporting(a) Girls in Math and acquirement An ideal schoolroom in an elementary indoctrinate would allow both boys and girls to learn fairly, equally, and too be go ond to be involved in the classroom. The teacher would calculate the said(prenominal) effort from the boys as nearly as the girls. The teacher would see a delight inful atmosphere where the teacher as well as the students would respect one another. The reality is that girls quickly become discouraged to lease math and/or recognition related careers. Girls lose their self-esteem from experiencing oppose attitudes from their teachers as well as from the boys in their class. Girls are not back up to put down in math and science, and they feel that they are not fitted of doing well in these subjects. The low self-esteem is reflected on girls actions and choices. Girls become at jeopardy for dropping out of high school, experiencing gender bias in the classroom and on their assessment tests, not enrolling in math and/or science classes, teen pregnancy, and possibly experiencing sexual harassment at school. Therefore, I conceptualise that it is extremely important that teachers realize these risks and try to find solutions in their command methods and assessments. Even though drop-out rates are higher(prenominal) among boys than girls, the add of girls who do not return to school or get their GED is higher than boys. many reasons that girls drop out of school reflect a signified of madness from school a lack of individual success and/or that school is not worthwhile. (MAEC, 1993) Reasons include having a large outcome of siblings, comes educational level, and belief in traditional gender-role stereotypes. (MAEC, 1993) Girls who take over... ...esearch Matters - to the Science Teacher. Retrieved on jar against 20, 2001 from the creative activity roomy Web. http//narst.org/ interrogation/class.htm Kahle, Jane Butler. (1985) Encouraging Girls in Scienc e Courses and Careers. Retrieved on manifest 3, 2001 from the realness Wide Web. http//narst.org/research/encourage/htm Kahle, Jane Butler and Arta Damnjanovic. (1997) How Research Helps Address Gender Equity. Retrieved on March 3, 2001 from the World Wide Web. http//narst.org/research/gender2.htm The Mid-Atlantic Equity Center. (1993) Beyond title IX Gender Equity Issues in Schools. Retrieved on March 17, 2001 from the World Wide Web. http//www.maec.org/beyond.html NEA. (2001) Be an advocate for gender equity in your classroom, school, and district. Retrieved on March 18, 2001 from the World Wide Web. http//www.nea.org/bt/1-students/1-3-q-b.html Encouraging Girls in Math and Science demonstrate -- Essays PapersEncouraging Girls in Math and Science An ideal classroom in an elementary school would allow both boys and girls to learn fairly, equally, and also be encouraged to be involved in the classroom. The teacher would expect the same effort from the boys as well as the girls. The teacher would implement a respectful atmosphere where the teacher as well as the students would respect one another. The reality is that girls quickly become discouraged to pursue math and/or science related careers. Girls lose their self-esteem from experiencing negative attitudes from their teachers as well as from the boys in their class. Girls are not encouraged to participate in math and science, and they feel that they are not capable of doing well in these subjects. The low self-esteem is reflected on girls actions and choices. Girls become at risk for dropping out of high school, experiencing gender bias in the classroom and on their assessment tests, not enrolling in math and/or science classes, teen pregnancy, and possibly experiencing sexual harassment at school. Therefore, I believe that it is extremely important that teachers realize these risks and try to find solutions in their teaching methods and assessments. Even though dr op-out rates are higher among boys than girls, the number of girls who do not return to school or get their GED is higher than boys. Many reasons that girls drop out of school reflect a sense of alienation from school a lack of individual success and/or that school is not worthwhile. (MAEC, 1993) Reasons include having a large number of siblings, mothers educational level, and belief in traditional gender-role stereotypes. (MAEC, 1993) Girls who don... ...esearch Matters - to the Science Teacher. Retrieved on March 20, 2001 from the World Wide Web. http//narst.org/research/class.htm Kahle, Jane Butler. (1985) Encouraging Girls in Science Courses and Careers. Retrieved on March 3, 2001 from the World Wide Web. http//narst.org/research/encourage/htm Kahle, Jane Butler and Arta Damnjanovic. (1997) How Research Helps Address Gender Equity. Retrieved on March 3, 2001 from the World Wide Web. http//narst.org/research/gender2.htm The Mid-Atlantic Equity Center. (1993) Beyond Ti tle IX Gender Equity Issues in Schools. Retrieved on March 17, 2001 from the World Wide Web. http//www.maec.org/beyond.html NEA. (2001) Be an advocate for gender equity in your classroom, school, and district. Retrieved on March 18, 2001 from the World Wide Web. http//www.nea.org/bt/1-students/1-3-q-b.html