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Elviinate. Strere Qtyp Insj,J.Anguage.Section Two Contains Two -Bibliographies a DOCUMENT RESUME ED 143.583 SO Oil) 258 AUTHOR Cusick, Judy, Comp. .. .. - TITLE A Resource List' for,lion-Sekist EducatiOn. INSTITUTION National EduCation Association, WashingtonD.C.; Nation.;.1 Foundation orthe Improvement of.Educat.ion, Washih ton; D.C. Resource Center on Sex Roles in e Education. .PUB, ,DATE Jun 76' NOTE 38p. : : ,AVAILABLE FROM NEA Order Department, Academic Building,- West Haven, . ./ 'Connecticut.06516 ($0.75, paper cover) .. , .., . EDRS PRICE MF-$0.83 Plus Postage. HC Not A'vailable from EDRS. DESCRIPTORS Bibliographies; Child Developmeht; counseling; Elementary Secondary Education; Higher Epcation; .Program Development; Reading Materials; Resource Guides;'*Sex Discriffination; Sex Role; *Sex '. Stereotypes; Textbook Content; pomens Studies ABSTRACT; The pamphlet pr&ides resourcei",to.help educators .- understand issues of sex discrimination and stereotyping and eliminate their occurrence in classrodks. An 'introductory section presents selection criteria for inStructional materials which deal ,with issues of stereotyping and which p'romote individual student growth., Such materials should be affectively based, ikivolVe students, in terms of their own lives, and :---,---eLviinate._strere_Qtyp_insj,j.anguage.Section two contains two -bibliographies. The first, with_ 55 entries, presents information .about textbooks and instructional materials -, employment,, extracurricular vocational education, counseling, and ( teacher behavior. The second, with 70 entries, describes fiCtion and, nonfiction, for background reading on the subject of women. The 139 entries in sectiop three emphapize development of nonsexist instructiehal programcouAseling, and trade books for children and . early adolescents. Section four lists 49 government documents, ' resources,,,and bibliographies. Almost all entries were publisheg' after .1970. Information is given on title, author, publiSher,;date, and price.(Author/AV) . _ ******************************************************************** Documents acquired by ERIC include many informal unpublished \--* * materials not available from other sources. ERIC bmakes every effort * * to obtain the best copy availab,l. Nevertheless, items of margimal * reproAcildlity are oftenescounfereiand 'this affects the quality * . '* of the microfiche and hardcopy reproductions ERIC makes*vailabIe * * via theERIC DocumentReproduction Service (EDRS) . EDRS is not. * responsible fOr.the quality of the Original" dooment. ReprOductions * * supplied by EDES'are the best that an be made from the original. * .***********J** *********A****************************'*****************. ' , nx U S DEPARTMENT OF HEALTH EDUCATION & WELFARE 'NATIONAL INSTITUTE OF EDUCATION . THIyDOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZAT.ION ORIGIN ATING IT PONTS oF viEMOR OPINIONS STATED DO NOT NECESSARILY REPRE SEtiT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY PERMISSION TO REPRODUCE THIS MATERIAL BY MICROFICHE ONLY HAS BEEN GRANTED BY 4, AER 8. TO THE EDUCATIONAL, RESOURCES INFORMATIO CENTER (ERIC) AND THE ERIC SYITO CONTRACTORS. e uca ion x Prepared by . The Besource Center onitiex Role;n Education National Foundation for the Improvement of Education 1201 Sixteenth Street N W, Washington' D C 20036 Compiled by Judy Cusick \ Julie 1,976 4 1. 24 eTable of Contents Page I ,IntrodOttion 5 . IlioUnderstanding the,Problern-The Need for Nor-. sexist Edbcation- Sexism in Education ,;.' 9 Women In-Sociewi. 14 . ,.' IIIDeveloping Nonsexistducation Resgurces for Nonsexist Instruction .... 201 ,Resources for Nonsexist Guidance",,arid Co.t.i;iseling k ...'"........,' 'il-,` ., ,24 Trade Books forthildren and Early -' / AdoIescen't.s----/ , 27 , . ..,. IV Reference Materiatt'' / Gpvernment Docunients, 33 ResouIce Lists and,f3ibliographies 36 . - of I Introduction .I As educators, we work each day,for the present and future well-being of ourl.students. We havebecome aware, however, that some of otir best efforts canbeutidercut by the existence of sex-role stereotypingin the classroom fay making assumptions about the abilities,interests,and futures of boys and girls solely on thebasis of sex, we hamper our efforts to promote ourstudents' welfare. In place of the nigid assumptionsabout each sex which stereotypes perpetuate,there& a growing awatteness that children should be encouraged toexplore a wide range of behaviors and goals so that asadults they will posiess a healthy variety of atkitties and interests.Girls who are not expected to achieve in mathemitics, orboys for wh6m ex; cellence rn,scrence is demanded as a matterof course, may interntize these expettations uncriticallyand-fail to identi- fy anli-develop their own uniilueabilitie5. When vocational education programs are structured sothat girls are dis- couraged from learning to fix a car, orboys are told they need never learn to sew, thesestudents are growing up with 'only a portion of the skills requiredfor survival. They Will always be dependent on some other person toperform the routine tasks of their daily lives. We ar4 also finding that limitationsonthe emotional expression of children canhdie equally serious coma , qUences. When, in., our classrooms, wediscourage a boy's demOnstration of affection or a girlsdemonstration of assertiveness, we cu4 these childrenoff from a'means of expressing some of theirmost significant feelingS. What will that boy do when hedeeply loves? How will that girl behave when she has been treated unfairly?Children need to be in touch with a wide repert6ire offeelings in order to expeil- ence themselves ascomplete persons. As the awareness of the limiting consequencesof sex- rolestereotypes has grown among educators, we have begun to examine our ownattitudes and our school envi- ronnients, and tb seek resources to create aneducational setting where each student_isencouraged to develop his or her full potential. 5 4 it This bookletis ap attempt to for resources. The respond to that need materials on thelist were originally received inresponse to a request for display ites for the National EducationAisociation's 15th Civil Rights Annualum3n and Conference, "Women'sRights. A Force Educational Equity," for held ire-Fetruary1976. e request for materialswas sent to 260'persons whose names and or anizations, were Culled fromexisting restiur e lists'and from thelclearinghousefiles of are Sex Rolterin Resource Centeron Education. Amongthose contacte publishers, women's, were trade groups, the federalgover ment, and other public andprivate organizations to have issued whichere known publications in thearea of equal opportunity Since the educational list represents onlythese materials which wereactually reiceived for display dung the con- ference, someresources do not appear hereAlso, since time 'restrictionsmade it impossible each publitation, to care ully evaluate no endorsementsare irnplied. Instead9 the list ' is intended as ,astarting point for educators ar vrobeginto°build coljections of nonsexistre- sources whicho'canIncrease our understanding discrimination and stereotyping' of issues of and enable'us to work toward`their glimMationih our classrooms: t These resources must be eva'uatedaccording to, their suitabity to ourown needS and to the.abelities and needs of our students.In making selections ,forlclassroom use, it took for several, may be helPfyil to characteristics typicallyfound in instruc- tional materialswhich deal with ethnic or4tural) issues of sexual (or racial, stereotyping and whichpromote the indi vldual grinkth ofstudents: A 1. They are effectivelybased. Dealing effectively in the classroom withthe issue of' ,s,exiN or an/1°1-Mof stereotyping -matter Jf providing or bias is not smAly specific content supplements or information which or cd'erects thatusually presented Any,consideratlon of in textbo9ks. sexism involves thebasiemotions and values of studentsand the ways they themselves and have learnedto see toorganizethe world around ., Materials andactivities should them. students at this acknowledge,andsupport ,emotion-allyalues level. 2. \___/ They involve thestudent In terms of rinprld." his or her "real Understanding ofthe is sOe of sexism the studerqts e'ncduraged is increased when to investigate the in terms of ,hisor her immediate reislity.of sexism experiencee.g., the media', school, thecommunityand to on his or her own life consider its effects. situations and' decisions. X6`5 3 They are intertlfsCiplinary. Consideration of sexism must be incorporated into every aspect of the school puniculum. To provide only sepfrate units on women in literature is to minimize the ex, tent of the problem of sex discrimination as well as tha contrdbutions,of women in all fields. a. They are based on the assumption that sexism ISan . issue for every student. , To approach sexism by designing courses which are rimarily attractive togirlsisto deny _males the oppor unity to discover and experience the ways in 'which ,they o are constrained 'by sexist vialues or stereotypes. Male and female students alike must understand the complex imiolvement. and interrelattonships of the historical and con- tepporary situations of each sex. Each student must also understand his or her stake in the elimination of sekism in Our society . N 5, They deal with issues of sexism froma multicultural viewpoint. _ . Materials, and activities should recognize and,affirm thptAles and females representt diverseracial, ethnic and cultural -groups with Aa$ variety of values. and.experi- ences. These characteristics can
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