Gender Equity in Education: An Annotated Bibliography

Gender Equity in Education: An Annotated Bibliography

Gender Equity in Education: An Annotated Bibliography

Gender Equity in Education: An Annotated Bibliography

Synopsis

Recent studies show that, either consciously or unconsciously, teachers are not practicing gender equity in the classroom. Boys are called on more in class than girls and are encouraged to pursue careers from which girls are excluded because they are thought to be less capable.

Serious questions arise for educators and counselors in this time of increasing awareness of the implications of gender bias, such as what comprises a gender-fair education and how can gender equity become part of the classroom curriculum? Guidance counselors and teachers share an important responsibility in seeking answers to these questions in order to avoid limiting students' potential because of gender.

To achieve this end, Beverly A. Stitt has compiled an annotated bibliography of hundreds of books, articles, videos, classroom activities, and curriculum and workshop guides to help provide the tools needed for educators to become more gender conscious and to develop a gender- fair educational system.

The bibliography is divided into twenty-three categories under the headings of Agriculture and Industry, Business, Career Guidance, Communications, Computers, Discrimination, Displaced Homemakers/Reentry Women, Elementary Education, Family and Work Issues, Gender Role Stereotyping, History, Home Economics, In-service Training, Legislation, Male Focus, Math and Science, Nontraditional Careers, Pregnant and Parenting Teens, Recruitment, Special Needs, Teaching, Vocational Education, and Women's Studies.

Each entry's annotation provides a short description of the content, the age group to which the resource applies, and ordering information. The book concludes with an index in which entries are cross-referenced under various categories to further aid the reader's research.

Excerpt

This bibliography was begun in 1985 by staff of the Illinois Building Fairness Resource Center, which I directed and which was supported through the Illinois State Board of Education with funds originating from the Carl D. Perkins Vocational Education Act of 1984. One of the center's objectives was to provide suggestions of specific resources for use by administrators, teachers, and counselors in their attempts to overcome gender role stereotyping and sex bias in schools. After the close of the Building Fairness Resource Center, I continued adding to the bibliography through early 1993.

As I reviewed the hundreds of articles, curriculum guides, books, 'workshop guides, videos, and classroom activities pertaining to this subject, it became evident that not all materials with promising titles and subtitles lived up to their promises. I omitted outdated or poorly developed materials that use concepts or examples that might create more amusement than understanding of the equity issues. However, some materials developed as early as the 1970s or early 1980s remain useful, and I included them. Only those materials I deem worthy for use in the recommended settings are described in the annotations. Many of the materials included in the bibliography are available for loan or purchase. I provided ordering information where it was available to me, but because of possible price adjustments over time, I did not include cost information. I also included additional information for videotapes, filmstrips, and slide presentations where was available to me.

Each entry appears once in the bibliography, under the most pertinent category. Entry codes are listed in the index under other relevant categories where appropriate. Readers may look up specific categories of interest to them in the index and locate the entry codes indicating the bibliographical categories in which resources are described. I hope that this bibliography will provide professional sex equity staff, administrators, teachers, and counselors with a reliable, easy to use guide for selecting materials and readings.

I gratefully acknowledge appreciation to Becky Markham, a resource specialist, Sandra Wagner, a marvel with the computer, and Julie Feig, Angie Bush, and Deb Morrow who tirelessly edited and revised entries.

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