Handbook of psychology volume 7 educational psychology
Download 9.82 Mb. Pdf ko'rish
|
- Bu sahifa navigatsiya:
- References 257
- Gender Issues in the Classroom
- The Hidden, Formal, and Null Curriculums 262 Gender Issues in the Classroom: The Gaps 263
- Gender and Identity in the Primary Grades 266 Gender Equity in Early Childhood Pedagogy and Curriculum 268
- Creating a Gender-Equitable Culture in the Classroom 278
|
References 255 Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relation- ships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638. Hargreaves, D. H., Hester, S. K., & Mellor, F. J. (1975). Deviance in
Harter, S. (1990). Self and identity development. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 352–387). Cambridge, MA: Harvard University Press. Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding
University Press. Harter, S., Stocker, C., & Robinson, N. S. (1996). The perceived directionality of the link between approval and self-worth: The liabilities of a looking glass self-orientation among young ado- lescents. Journal of Research on Adolescence, 6, 285–308. Hatzichristou, C., & Hopf, D. (1966). A multiperspective compari- son of peer sociometric status groups in childhood and adoles- cence. Child Development, 67, 1085–1102. Heath, S. B., & McLaughlin, M. W. (1993). Identity and inner-city youth. New York: Teachers College Press. Helton, G. B., & Oakland, T. D. (1977). Teachers’ attitudinal re- sponses to differing characteristics of elementary school stu- dents. Journal of Educational Psychology, 69, 261–265. Heyman, G. D., Dweck, C. S., & Cain, K. M. (1992). Young chil- dren’s vulnerability to self-blame and helplessness: Relationship to beliefs about goodness. Child Development, 63, 401– 415. Hinshaw, S. P. (1992). Externalizing behavior problems and acade- mic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bul- letin, 111, 127–155. Hokoda, A., & Fincham, F. D. (1995). Origins of children’s helpless and mastery achievement patterns in the family. Journal of
Hopps, H., & Cobb, J. A. (1974). Initial investigations into acade- mic survival-skill training, direct instruction, and first-grade achievement. Journal of Educational Psychology, 66, 548–553. Horn, W. F., & Packard, T. (1985). Early identification of learning problems: A meta-analysis. Journal of Educational Psychology, 77, 597–607. Hymel, S., Bowker, A., & Woody, E. (1993). Aggressive versus withdrawn unpopular children: Variations in peer and self- perceptions in multiple domains. Child Development, 64, 879–896. Hymel, S., Comfort, C., Schonert-Reichl, K., & McDougall, P. (1996). Academic failure and school dropout: The influence of peers. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children’s school adjustment (pp. 313–345). New York: Cambridge University Press. Jacobsen, T., Edelstein, W., & Hofmann, V. (1994). A longitudinal study of the relation between representations of attachment in childhood and cognitive functioning in childhood and adoles- cence. Developmental Psychology, 30, 112–124. Juvonen, J. (1996). Self-presentation tactics promoting teacher and peer approval: The function of excuses and other clever explana- tions. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation:
York: Cambridge University Press. Juvonon, J., Nishina, A., & Graham, S. (2000). Peer harassment, psychological adjustment, and school functioning in early ado- lescence. Journal of Educational Psychology, 92, 349–359. Kandell, D. B. (1978). Homophily, selection, and socialization. American Journal of Sociology, 84, 427– 438. Kaplan, H. B., Robins, C., & Martin, S. S. (1983). Antecedents of psychological distress in young adults: Self-rejection, depriva- tion of social support, and life events. Journal of Health and Social Behavior, 24, 230–244. Kedar-Voivodas, G. (1983). The impact of elementary children’s school roles and sex roles on teacher attitudes: An interactionist analysis. Review of Educational Research, 53, 415– 437. Kelly, E. A. (1958). A study of consistent discrepancies between instructors grades and term-end examination grades. Journal of Educational Psychology, 49, 328–334. Kindermann, T. A. (1993). Natural peer groups as contexts for indi- vidual development: The case of children’s motivation in school.
Kindermann, T. A., McCollam, T. L., & Gibson, E. (1996). Peer networks and students’ classroom engagement during child- hood and adolescence. In J. Juvonen & K. R. Wentzel (Eds.), So- cial motivation: Understanding children’s school adjustment (pp. 279–312). New York: Cambridge University Press. Knight, G. P., & Kagan, S. (1977). Development of prosocial and competitive behaviors in Anglo-American and Mexican- American children. Child Development, 48, 1385–1394. Krumboltz, J., Ford, M. E., Nichols, C., & Wentzel, K. (1987). The goals of education. In R. C. Calfee (Ed.), The study of Stanford
School of Education. Ladd, G. W. (1989). Children’s social competence and social sup- ports: Precursors of early school adjustment? In B. H. Schneider, G. Atilli, J. Nadel, & R. P. Weissberg (Eds.), Social competence
Netherlands: Kluwer. Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children’s early school adjustment. Child Development, 61, 1081–1100. Ladd, G. W., Kochenderfer, B. J., & Coleman, C. (1996). Friendship quality as a predictor of young children’s early school adjust- ment. Child Development, 58, 1168–1189. Ladd, G. W., & Price, J. M. (1987). Predicting children’s social and school adjustment following the transition from preschool to kindergarten. Child Development, 58, 1168–1189. 256 School Adjustment Lambert, N. M. (1972). Intellectual and non-intellectual predictors of high school status. Journal of Special Education, 6, 247–259. Lambert, N. M., & Nicoll, R. C. (1977). Conceptual model for nonintellectual behavior and its relationship to early reading achievement. Journal of Educational Psychology, 69, 481– 490. LeCompte, M. (1978a). Establishing a workplace: Teacher control in the classroom. Education and Urban Society, 11, 87–106. LeCompte, M. (1978b). Learning to work: The hidden curriculum of the classroom. Anthropology and Education Quarterly, 9, 22–37. Lepper, M. (1983). Social control processes, attributions of motiva- tion, and the internalization of social values. In E. T. Higgins, D. Ruble, & W. Hartup (Eds.), Social cognition and social development: A sociocultural perspective (pp. 294 –330). Cambridge, England: Cambridge University Press. Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the class- room. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 73–106). New York: Academic Press. Maccoby, E. E. (1992). Trends in the study of socialization: Is there a Lewinian heritage? Journal of Social Issues, 48, 171–185. Maehr, M. L., & Midgley, C. (1991). Enhancing motivation: A schoolwide approach. Educational Psychologist, 26, 399– 427. Marjoribanks, K. (1985). Ecological correlates of adolescents’ aspi- rations: Gender-related differences. Contemporary Educational
McAuliffe, T. J., & Dembo, M. H. (1994). Status rules of behavior in scenarios of peer learning. Journal of Educational Psychol-
McClelland, D. C. (1987). Human motivation. New York: Cambridge University Press. Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60, 981–992. Newcomb, A. F., & Bagwell, C. L. (1995). Children’s friendship relations: A meta-analytic review. Psychological Bulletin, 117, 306–347.
Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children’s peer relations: A metaanalytic review of popular, rejected, neglected, and controversial sociometric status. Psychological
Noddings, N. (1992). The challenge to care in schools: An alterna- tive approach to education. New York: Teachers College Press. Ogbu, J. U. (1985). Origins of human competence: A cultural- ecological perspective. Child Development, 52, 413–429. Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological
Parkhurst, J. T., & Asher, S. R. (1992). Peer rejection in middle school: Subgroup differences in behavior, loneliness, and inter- personal concerns. Developmental Psychology, 28, 231–241. Patterson, G. R., & Bank, C. L. (1989). Some amplifying mecha- nisms for pathologic processes in families. In M. R. Gunnar & E. Thelan (Eds.) Systems and development: The Minnesota sym-
Erlbaum.
Patterson, G. R., Bank, C. L., & Stoolmiller, M. (1990). The pread- olescent’s contributions to disrupted family process. In R. Montemayor, G. R. Adams, & T. P. Gullota (Eds.), From child-
pp. 107–133). Newbury Park, CA: Sage. Pervin, L. A. (1983). The stasis and flow of behavior: Toward a the- ory of goals. In M. M. Page (Ed.), Personality-Current theory and research (pp. 1–53). Lincoln: University of Nebraska Press. Phelan, P., Davidson, A. L., & Cao, H. T. (1991). Students’ multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Anthropology and Education Quarterly, 22, 224–250. Piaget, J. (1965). The moral judgment of the child. New York: Free Press.
Rathunde, K. (1996). Family context and talented adolescents’ opti- mal experience in school-related activities. Journal of Research on Adolescence, 6, 605–628. Ruble, D. N. (1983). The development of social comparison processes and their role in achievement-related self- socialization. In E. T. Higgins, D. Ruble, & W. Hartup (Eds.), So- cial cognition and social development: A sociocultural perspective (pp. 134 –157). Cambridge, England: Cambridge University Press. Ryan, A. M., & Pintrich, P. R. (1997). Should I ask for help? The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329–341. Ryan, B. A., Adams, G. R., Gullotta, T. P., Weissberg, R. P., & Hampton, R. L. (1995). The family-school connection: Theory,
Ryan, R. M. (1993). Agency and organization: Intrinsic motivation, autonomy, and the self in psychological development. In J. Jacobs (Ed.), Nebraska symposium on motivation (Vol. 40, pp. 1–56). Lincoln: University of Nebraska Press. Safer, D. J. (1986). Nonpromotion correlates and outcomes at dif- ferent grade levels. Journal of Learning Disabilities, 19, 500– 503.
Safran, S. P., & Safran, J. S. (1985). Classroom context and teach- ers’ perceptions of problem behaviors. Journal of Educational Psychology, 77, 20–28. Schaps, E., Battistich, V., & Solomon, D. (1997). School as a caring community: A key to character education. In A. Molnar (Ed.),
Schunk, D. H. (1987). Peer models and children’s behavioral change. Review of Educational Research, 57, 149–174. Sherif, M., Harvey, O. J., White, B. J., Hood, W. R., & Sherif, C. W. (1988). The robber’s cave experiment: Intergroup conflict and
References 257 Shultz, J., & Florio, S. (1979). Stop and freeze: The negotiation of social and physical space in a kindergarten/first grade classroom.
Sieber, R. T. (1979). Classmates as workmates: Informal peer activ- ity in the elementary school. Anthropology and Education Quar-
Sivan, E. (1986). Motivation in social constructivist theory. Educa- tional Psychologist, 21, 209–233. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the class- room: Reciprocal effects of teacher behavior and student en- gagement across the school year. Journal of Educational Psychology, 85, 571–581. Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning: A reconciliation. Child Development,
Solomon, D., Schaps, E., Watson, M., & Battistich, V. (1992). Creating caring school and classroom communities for all stu- dents. In R. Villa, J. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective education: An ad-
60). Baltimore: Brookes. Smetana, J., & Bitz, B. (1996). Adolescents’ conceptions of teach- ers’ authority and their relations to rule violations in school. Child Development, 67, 1153–1172. Steinberg, L. (1990). Autonomy, conflict, and harmony in the family relationship. In S. S. Feldman & G. R. Elliott (Eds.), At the
(pp. 255–276). Cambridge, MA: Harvard University Press. Sternberg, R. J., & Kolligian, J. (1990). Competence considered. New Haven, CT: Yale University Press. Trenholm, S., & Rose, T. (1981). The compliant communicator: Teacher perceptions of appropriate classroom behavior. The
Watson, M., Solomon, D., Battistich, V., Schaps, E., & Solomon, J. (1989). The child development project: Combining traditional and developmental approaches to values education. In L. Nucci (Ed.), Moral development and character education: A dialogue (pp. 51–92). Berkeley, CA: McCutchan. Wentzel, K. R. (1989). Adolescent classroom goals, standards for performance, and academic achievement: An interactionist per- spective. Journal of Educational Psychology, 81, 131–142. Wentzel, K. R. (1991a). Relations between social competence and academic achievement in early adolescence. Child Development,
Wentzel, K. R. (1991b). Social and academic goals at school: Achievement motivation in context. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 185–212). Greenwich, CT: JAI. Wentzel, K. R. (1991c). Social competence at school: Relations between social responsibility and academic achievement.
Wentzel, K. R. (1992). Motivation and achievement in adolescence: A multiple goals perspective. In D. Schunk & J. Meece (Eds.),
(pp. 287–306). Hillsdale, NJ: Erlbaum. Wentzel, K. R. (1993a). Social and academic goals at school: Moti- vation and achievement in early adolescence. Journal of Early Adolescence, 13, 4–20. Wentzel, K. R. (1993b). Does being good make the grade? Relations between academic and social competence in early adolescence.
Wentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support.
Wentzel, K. R. (1996). Social and academic motivation in middle school: Concurrent and longterm relations to academic effort.
Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational
Wentzel, K. R. (1998). Social support and adjustment in middle school: The role of parents, teachers, and peers. Journal of
Wentzel, K. R. (2000). Teachers’ beliefs about pedagogical caring. Unpublished manuscript, University of Maryland, College Park. Wentzel, K. R. (2002a). Are effective teachers like good parents? Interpersonal predictors of school adjustment in early adoles- cence. Child Development, 73, 287–301. Wentzel, K. R. (2002b). The contribution of social goal setting to children’s school adjustment. In A. Wigfield & J. Eccles (Ed.), Development of motivation. (pp. 221–246). New York: Acade- mic Press. Wentzel, K. R., & Asher, S. R. (1995). Academic lives of neglected, rejected, popular, and controversial children. Child Develop- ment, 66, 754–763. Wentzel, K. R., Battle, A., & Cusick, L. (March, 2000). Teacher and peer contributions to classroom climate in middle school: Rela- tions to school adjustment. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer accep- tance, and group membership: Relations to academic achieve- ment in middle school. Child Development, 68, 1198–1209. Wentzel, K. R., & McNamara, C. (1999). Interpersonal relation- ships, emotional distress, and prosocial behavior in middle school. Journal of Early Adolescence, 19, 114 –125. Wentzel, K. R., Weinberger, D. A., Ford, M. E., & Feldman, S. S. (1990). Academic achievement in preadolescence: The role of motivational, affective, and self-regulatory processes. Journal of
Wentzel, K. R., Wood, D., Siesfeld, G., Stevens, E., & Ford, M. (1987, April). Does being good make the grade? A study of ado-
258 School Adjustment presented at the annual meeting of the American Educational Research Association, Washington, DC. Wenz-Gross, M., Siperstein, G. N., Untch, A. S., & Widaman, K. F. (1997). Stress, social support, and adjustment of adolescents in middle school. Journal of Early Adolescence, 17, 129–151. Wigfield, A., & Eccles, J. S. (1992). The development of achieve- ment task values: A theoretical analysis. Developmental Review, 12, 265–310. Youniss, J. (1994). Children’s friendship and peer culture: Impli- cations for theories of networks and support. In F. Nestmann & K. Hurrelmann (Eds.), Social networks and social support in childhood and adolescence (pp. 75–88). Berlin, Germany: Degrader. Youniss, J., & Smollar, J. (1985). Adolescent relations with mothers,
Youniss, J., & Smollar, J. (1989). Adolescents’ interpersonal rela- tionships in social context. In T. J. Berndt & G. Ladd (Eds.), Peer
Wiley.
Zakriski, A. L., & Coie, J. D. (1996). A comparison of aggressive- rejected and nonaggressive-rejected children’s interpretations of self-directed and other-directed rejection. Child Development,
CHAPTER 12 Gender Issues in the Classroom JANICE KOCH 259 DEFINING GENDER ISSUES AND EQUITY IN EDUCATION 259
Gender Equity in Education and the Law 260 Gender-Equitable Learning Environments 261 GENDER ISSUES FACING EDUCATORS 261
THE CLASSROOM CLIMATE 264
GENDER EQUITY IN EARLY CHILDHOOD ENVIRONMENTS 265
Gender and Identity in the Primary Grades 266 Gender Equity in Early Childhood Pedagogy and Curriculum 268 GENDER EQUITY IN THE MIDDLE GRADES AND HIGH SCHOOL YEARS 269
Unmasking the Hidden Curriculum 271 Gender Equity and the Formal Curriculum 274 CONCLUSIONS 278
REFERENCES 279 This chapter examines the research literature on the gendered socialization of students as they participate in the social and academic culture of the classroom. The term gendered social- ization refers to how female and male students receive dif- ferent messages about appropriate classroom behaviors. It explores the attributes of classrooms where the academic and social experiences for both female and male students are not limited by their gender, and it reveals recommendations, strategies, and insights into fostering equitable learning envi- ronments for females and males in early childhood, middle grades, and high school environments. For all of our students, coming to understand what they know and are able to do in the world is our central goal. This chapter emphasizes the im- portance for educators of understanding the role of gender in their expectations of the academic and social behaviors of their female and male students. The central questions addressed by this chapter are (a) To what extent do schools and teachers’ expectations of males and females influence their development, behavior, and acad- emic success in school? and (b) How do classroom interac- tions and school curriculum socially construct what it means to be female and male and in what ways does that limit possibilities for girls and boys in schools? This chapter seeks to guide individuals to a heightened awareness of the impact of gender issues in the classroom on student learning and self-concept and on the social relations within the class- room. Furthermore, it explores the ways in which sexual harassment in schools and school programs interferes with the equal access to education—afforded all students under Title IX of the Education Amendments of 1972. Beyond the classroom climate, this chapter seeks to expose the embedded gender messages in formal precollege curriculum and suggest possibilities for examining curriculum through the lens of gender. Gender issues in the classroom are examined from a developmental perspective as well as from a sociocultural perspective, exploring the interactive nature of student social- ization and achievement and the role of school curriculum in fostering a sense of competence in all students. It concludes with a guide for establishing gender-equitable learning envi- ronments that contribute to the well-being of all the students. Download 9.82 Mb. Do'stlaringiz bilan baham: 
|