Chapter Four

Sex and Gender are two different things Sex is

a biological designation Gender is

Social psychological behavior

Media, family members, peers, and schools often send contradictory messages about what it means to be female

8-9 year old females are comfortable with themselves, however this slow starts to decline until they leave High School.

The biggest factor influencing girls self-esteem is their appearance

Media, family, peers, and schools help shape behaviors

Boys tend to hide their feelings more than girls

Boys are taught to be tough and strong Society looks down on those who do not

meet those expectations.

Males are more implosive where females tend to put more care into their work.

Males attribute their success to their own efforts and failures to external factors.

Females think success is attributed to good luck and failures to internal factors.

Grades do not follow the patterns reflected in standardized testing.

Test are not the best way of determining intellectual intelligence

One gender, for example, might be better with verbal performance

Teachers interact more with boys than with females in the classroom

Boys are usually asked more complex, abstract, and open-ended questions

For projects teachers tend to give more complex and detailed instructions to boys, teachers tend to take over for girls and deprive them of active learning

When boys perform poorly, teachers often blame failure on lack of effort and when girls perform poorly it is for reasons other than effort

All to often teachers discourage girls from courses of study that lead to high-skilled, high paying careers

Sexist language- words, phrases, and expressions that unnecessarily differentiate between females and males

Four effects of sexist language1. The use of sexist language promotes sexual stereotyping and

the adoption of sex-typed attitudes and behaviors2. Teachers serve as important models for language learning of

children3. When teachers employ sexist language, their behavior is

likely to promote sexism and sexist behavior in their students4. When the use of sexist language on the part of the teachers

can be reduced, an attendant reduction in sexism and sexist behavior in their students can be expected

Nonverbal communication is a very important part of communication

Nonverbal communication according to Wood (2001), states that, are significant in managing identities and interpersonal relationships

Responsiveness is concerned with how individuals are in interaction. Males use more expansive gestures Females read more subtle cues such as eye

contact

Powell, R. G. & Caseau, D. (2004). Classroom communication and diversity. Enhancing instructional practice. Mahwah, New Jersey