Gender Stereotypes Case Study Paper

December 14, 2022

Gender Stereotypes Case Study Paper

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Gender Stereotypes Case Study Paper

Gender, Stereotypes, Case, Study, Paper

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Read the case study BELOW and Answer the following 3 questions:

What are some of the dynamics Matt observed that might have raised concerns about gender stereotypes for him? Is his assessment of “gender stereotypes” justified? Why or why not?
What implications about gender might arise for the students in this class? How might students who are transgender or who do not identify with any specific gender group feel as they watch their peers enthusiastically endorse the “boys versus girls” activity?
Should educators promote equitable environments even if student demographics might not require it? For example, not allowing “boys versus girls” if there are no students who identify as transgender?
How this (case study or answers above) references to the two core themes?

Equity in Education
Teaching and Learning in a Multicultural Society

CASE 7.1: BOYS VS. GIRLS TRIVIA CONTEST

Matt, a first-year teacher, walked into Bill’s classroom, excited to observe him. Matt had a lot of respect for Bill as a teacher and looked forward to seeing effective classroom management techniques in action. Bill, a teaching veteran, was well-liked by students and colleagues.

Their principal had recommended that Matt observe Bill, noting how he engaged students, a key to limiting disciplinary interruptions. Matt found a desk in the back of the room and prepared to take notes.

As students settled into their seats, Bill welcomed them cheerily. He then reminded them that one of their benchmark tests was scheduled for the next day. Following a brief overview of strategies for studying the material, Bill asked whether they wanted to play a game. “Let’s see how prepared you are for the exam.”

“First, we need to split ourselves into two teams,” Bill explained, then asked students how they wanted to do so. As students discussed options, Bill walked to the back of the room and said to Matt, “If you let students make decisions, they’ll take ownership of their learning.”

One student suggested they form teams by gender, “boys versus girls,” eliciting enthusiastic support from several classmates. Bill sent the young men to one side of the room and the young women to the other side of room, then proceeded to ask each team questions while keeping count of correct responses.

After ten minutes the “girls” team was well ahead of the “boys” team, leading a couple young men to joke they were “letting the girls win.’ A couple young women responded by reminding their male classmates that the “girls” won the previous two games, as well. Following several minutes of the teams mocking one another, Bill tried to refocus all the students by announcing, “If you guys don’t settle down we’ll end the game.”

After class, as students left the room, Matt heard several laughing and making disparaging remarks to one another, debating about which gender was most intelligent. Bill approached Matt and warmly said, “The students love competitions and don’t realize how much they’re learning in the process.”

He then looked down and, seeing Matt’s notes, noticed he had written and circled “gender stereotypes” in his notebook. “Whoa! That’s what you are focusing on?” Bill asked. “Boys versus girls: that’s what the students love to do.” He then counseled Matt, “You’re still new at this and will learn soon enough that, as long as the students are engaged and learning, that other stuff doesn’t matter.”

With that, Bill walked back to his desk as Matt sat speechless, wondering whether he had been too sensitive.

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Gender Stereotypes Case Study Paper

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.