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Addressing Gender Differences in Young Adolescents. INSTITUTION Association for Childhood Education International, Olney, MD DOCUMENT RESUME ED 441 560 PS 028 538 AUTHOR Butler, Deborah A.; Manning, M. Lee TITLE Addressing Gender Differences in Young Adolescents. INSTITUTION Association for Childhood Education International, Olney, MD. ISBN ISBN-0-87173-144-4 PUB DATE 1998-00-00 NOTE 134p. AVAILABLE FROM Association for Childhood Education International, 17904 Georgia Avenue, Suite 215, Olney, MD 20832. Tel: 800-423-3563 (Toll Free); Web site: http://www.udel.edu/bateman/acei. PUB TYPE Books (010) Opinion Papers (120) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Adolescent Attitudes; Adolescent Behavior; Adolescent Development; Curriculum; *Early Adolescents; Educational Practices; Females; *Gender Issues; Males; *Middle School Students; *Middle Schools; Parent Student Relationship; Sex Bias; *Sex Differences; *Sex Fairness; Teacher Student Relationship ABSTRACT The current interest in identifying gender differences in young adolescents suggests .a need to focus on how gender differences affect teaching and learning situations and on how middle lev.!1 school educators can address these differences. This book explains what gender differences are, how gender differences affect learning, how both girls and boys need their gender differences addressed, and how gender differences can be addressed. Chapter 1,"Gender and Young Adolescents," encourages middle level educators to accept the professional responsibility to understand and address gender, differences. Chapter 2,"Gender Differences in Young Adolescents: Research and Literature," examines selected studies on gender differences in socialization, roles and behaviors, self-esteem, moral development, health concerns, academic achievement, and school participation, focusing on females' gender differences on the assumption that schools have traditionally based educational experiences of methods to which many males respond well. Chapter 3,"Gender Equity and the Middle Level School Concept," shows how gender and gender issues can be threaded into essential middle level school. concepts such as teacher advisories, exploratories, and positive school environments, especially as they accommodate girls. Chapter 4,"Gender and the Middle Level School Curriculum," shows how gender, gender differences, and gender concerns can be reflected in the middle level school curriculum. Chapter 5 provides a look at additional sources of information on gender equity and resources for educators. (KB) Reproductions supplied by EDRS are the best that can be made from the original document. .7/ U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as eceived from the person or organization originating it. Minor changes have been made to improve reproduction quality. °Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. _1-OgrDoTE'kno mr2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS aLrv- -V-ENn[2rdng BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) atot7es sin5 ender 4te7ences in ti.n5 Adolescents Deborah A. Butler, Wabash Collegeand M. Lee M nning;Old Dominion University Association for Childhood-Education Internat9al 17904 Georgia Ave., Ste. 215, Olney,-MD 20832 1-800.423-3563http://www.udel.edu/bateman/acei 3 Anne W. Bauer, Editor/ Director of Publications Bruce Herzig, Assistant Editor Photographs Pages 8, 44, 78, © 1998, Robert Finken Page 22,1998, Harry Cutting Page 114, ©1998, Marilyn Nolt Copyright ©1998, Association for Childhood Education International 17904 Georgia Ave., Ste. 215, Olney, MD 20832 Library of Congress Cataloging-in-Publication Data Butler, Deborah A. Addressing gender differences in young adolescents / Deborah Butler and M. Lee Manning p. cm. Includes bibliographical references. ISBN 0-87173-144-4 (paperback) 1. Teenagers--Education (Middle school)--United States. 2. Sex differences in education--United States. 3. Sex differences (Psychology) in adolescence--United States. 4. Sex discrimination in education--United States.I. Manning, M. Lee.II. Title. LB1623.B881998 306.43'2--dc21 98-22352 CIP 4 Pa7t One: gender, Young Adolescents,and 7Zeseatch 9 ehaptet Gender and Young Adolescents 23chapter 2 Gender Differences in Young Adolescents: Research and Literature pact (Two: gender, Youn5 Adolescents,and iddle Schools 45 Chapter 3 Gender Equity and the Middle Level School Concept 77 eitapta4 Gender and the Middle Level School Curriculum pent clime: gendez, 'YouIv Adolescents, and Resotaces 115 chapta5 Additional Sources of Information 5 ?i 7o1o5 he current interest in recognizing and addressi e gender differences that characterize young adolescentssuggests a need focus on how gender differences affect teaching-learning situations, and iddle level school educators can address these differences. "Gender"aserm represents the dif- ferences between masculinity and femininitythethoughts, feelings, and be- havior identified as either femaleor male. While many similarities exist between females and males, differences (many of which resultfrom societal teachings and expectations) also exist for which educators should plangender-responsive edu- cational experiences. Likewise, educators havea responsibility to clarify stereo- typical beliefs about females and males. Several factors provide the foundation for AddressingGender Differences in Young Adolescents. First, middle level educators needto consider gender (both female and male) in terms of differences to beunderstood, appreciated, and ad- dressed. Second, educators, especially middle leveleducators, should choose textbooks and other curricular materials carefullyto ensure accurate portrayals of females and males. Third, middle level schooleducators should examine daily educational practices to uncoverany gender inequities, whether conscious or unconscious. We also believe that educators will want to avoidstereotypes that define fe- males and males in narrow roles. Both genders learngender stereotypes through games they play, television programs showing boys in active roles and femalesin passive roles, and educators' expectations of gender-specificbehaviors of females and males. Consequently, educators facea significant challenge. In their efforts to address gender diversity, middle level educators needto provide teaching- learning experiences that reflecta recognition and an understanding of gender. In Addressing Gender Differences in Young Adolescentswe will strive to explain what gender differences are, how gender differencesaffect learning, how both girls and boys need their gender differences addressed,and how gender differ- ences can be addressed. Chapter 1, "Gender and Young Adolescents,"represents a "call to professional action" by encouraging middle level educatorsto accept the professional responsibility to understand andaddress gender differences. Chapter 2, "Gender Differences in Young Adolescents:Research and Literature," examines selected research studies and scholarly literatureon gender differences 5 6 Addtessin qendeT 2Ititezences In Youn$ Adolescents and considers its implications for gender- responsive school environments and edu- cational experiences. Chapter 3 focuses on "Gender Equity and the Middle Level School Concept," showing how gender Seticeptive and gender issues can be threaded into middle level essential middle level school concepts such as teacher advisories, exploratories, educators and positive school environments. Chap- utilize that ter 4, "Gender and the Middle Level School Curriculum," shows how gender, many mote gender differences, and gender concerns chan9es can be reflected in the middle level school curriculum. Chapter 5 provides a look lcm5 overdue. at "Additional Sources of Information." Advocates of gender-equitable and gender-responsive middle level schools readily recognize that considerable progress has been achieved during the last decade or so.Still, perceptive middle level educators realize that many more changes are long overduechanges affecting attitudes toward girls and boys, curricular and instructional materials, and teaching practices. Several factors suggest the future for gender-equitable and gender-responsive educational expe- riences looks promising. Gender and gender differences are increasingly addressed in the research and literature, more organizations and publishing houses are re- leasing publications on providing gender-equitable teaching and learning expe- riences, and more educators are realizing that educational experiences shouldbe planned and implemented for both girls and boys. With an enhanced under- standing of gender and the need for gender equity, the 21st century can be an ideal time to meet the needs of all young adolescentsboth girls and boys. Deborah Butler Wabash College M. Lee Manning Old Dominion University 7 aptOne: ndez, youn5 dolescents, geA:1-- 8 4 4! ehaptez Gender and Y Adolesce n recent years, differences associated with gender n increasingly rec- 4,9ognized and reflected in educational experiences. Resea ers have documented the need for educators to recognize gender differenc offer equitable re- sponses to the learning and developmental needs of bot oys and girls. Educa- tors at all levels have a professional responsibility to address the individualized needs of both girls and boys, rather than catering toward only one gender. We believe that middle schools have perhaps an even greater responsibility to pro- vide gender-equitable education responses because young adolescents
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