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Course Syllabus
TitleGender Equity in Education3 creditsDates : July 15 – Aug 9, 2013Breakdown : July 15 July 26 Pre-course readingJuly 29 August 2 Face to face sessions M-F 8 AM 5 PMAugust 2 – August 9 Work on action plan and final paper Instructor : Mary Martha WhitworthLocation:UVM campus
Girls’ self esteem is often lower than boys’ and schools contribute to this by unintentionally providingmale students a better education. This course will examine the many places where girls areshortchanged including the curriculum, student-teacher interaction, language, school atmosphere,textbooks, sports, and leadership opportunities. The course will also examine some of the gender biasrelating to boys and how it effects their education. Participants will also explore ways to reduce thisgender bias in their own classroom and their school, thus encouraging girls, and boys, to achieve totheir fullest potential. The course is appropriate for teachers K – 12, as well as guidance counselorsand administrators.
To make participants aware of the research showing that girls’ self esteem is lower than boys’ and decreases asthey progress through school.To examine the places in schools where gender bias exists and help participants understand how this effectsgirls’ self esteem.To examine the classroom interaction between teachers and students for gender bias.To become familiar with women who were important in American history, but are often omitted from thecurriculum.To evaluate language for gender bias.To recognize sexual harassment in schools and know ways to deal with it.To have participants develop a plan for reducing gender bias in their schools.
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Upon completion of the course, participants will be able to:1.Recognize ten places in their schools where gender bias exists.2.Integrate into their curriculum important women from whose contributions are not usually recognized.3.Use techniques for classroom interaction with students which eliminate gender bias.4.Utilize gender criteria to evaluate children’s books for gender bias and select classroom books basedon these criteria.5.Employ recent research on gender bias in schools to make their schools more equitable.6.Evaluate language for sexism.7. Assess the extent of sexual harassment in their school and develop ways of reducing it.8.Develop an action plan for reducing gender bias in their own classroom or a plan for sharing theilearning with colleagues in their school.
General Course Information
Cour se Policies/Expectations: 
Participants are expected to participate in class discussions and activities, complete assigned readings andother assignments in a timely manner, and develop a plan to implement some of the course theories andactivities in their classrooms.
Attendance Expectations:
Because most of the learning in this class takes place in class through lectures, discussions, activities, andprocessing, 100% attendance is required. In case of emergency, participant should consult with instructor about making up work missed.
The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit studentswho miss work for the purpose of religious observance to make up this work.
 All participants are expected to contribute to class discussions and to participate in all class activities. 
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 All students are required to be familiar with and adhere to the “Academic Honesty Policy Procedures” delineatedin the most recent edition of “The Cat’s Tale”. (http://www.uvm.edu/~dosa/handbook/).
 Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations willbe necessary. If you are unfamiliar with ACCESS, visit their website athttp://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont,Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email:access@uvm.edu,Instant Messenger: UVMaccess. General office hours: 8:30am – 4:30pm Monday throughFriday. Call to make an appointment.
Required and/or recommended readings:
Required textbooks –Sadker 
David and Myra and Karen Zittleman, (2009)
Still Failing at Fairness,
New York,
Simon and Schuster.Recommended readings- American Association of University Women.(1998). Gender Gaps:Where Schools Still Fail Our Children.Washington, D.C.: AAUW Educational Foundation American Association of University Women. (1995). Growing Smart: What’s Working for Girls in School.Washington, D.C.: AAUW Educational FoundationCheckley, K. (1996). “Reducing Gender Bias in School.” Educational Update. 38, 1Greenberger, R.S. (1999, May 25). “Justices Say Schools Could Be Liable When Students Are SexuallyHarassed.” Wall Street Journal, Section A, p.3.Harris, Lewis and Associates. (1993) Hostile Hallways: the AAUW Survey on Sexual Harassment in America’sSchools . AAUW Educational Foundation.Kelly, Kevin, and LaVerne Jordan. “Effects of Academic Achievement and Gender on Academic and SocialSelf-Concept: A Replication Study,” Journal of Counseling and Development 69 (November - December 1990),pp, 173 - 77.Kerr, Barbara. (1985)
Smart Girls, Gifted Women
. Columbus, OH: Ohio Psychology Publishing Co.Mason, Cheryl, and Jane Butler Kahle. (1988) “Student Attitudes Toward Science and Science-RelatedCareers: A Program Designed to Promote a Stimulating Gender-Free Learning Environment,” Journal of Research in Science Teaching 26:1, 25 - 39.Miles, J.B. (1999). “ Technology and Gender Bias” Journal of Family and Consumer Sciences, 91, (3), 75-76.Piper, Mary.(1994)
Reviving Ophelia: Saving the Souls of Adolescent Girls.
Tandem LibraryQuinn, R.J. and Obenchain, K.M. (1999, September/ October). “Exploring Gender Biases in a General MethodsClass.” Clearing House, 73, (1), pp. 16 - 18.Sadker,D (1999). “Gender Equity: Still Knocking at the Classroom Door.” Instructional Leadership, 56, (7), 22-

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