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Course Syllabus
 Title Gender Equity in Education 3 credits Dates : July 14 – Aug 8, 2014 Breakdown : July 14 July 18 Pre-course reading July 21 July 25 Face to face sessions M-F 8 AM 5 PM July 28 – August 8 Work on action plan and final paper Instructor: Mary Martha Whitworth Location: UVM campus
Course Description: 
Girls’ self esteem is often lower than boys’ and schools contribute to this by unintentionally providing male students a better education. This course will examine the many places where girls are shortchanged including the curriculum, student-teacher interaction, language, school atmosphere, textbooks, sports, and leadership opportunities. The course will also examine some of the gender bias relating to boys and how it effects their education. Participants will also explore ways to reduce this gender bias in their own classroom and their school, thus encouraging girls, and boys, to achieve to their fullest potential. The course is appropriate for teachers K – 12, as well as guidance counselors and administrators.
To make participants aware of the research showing that girls’ self esteem is lower than boys’ and decreases as they progress through school. To examine the places in schools where gender bias exists and help participants understand how this effects girls’ 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 the curriculum. 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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Learning Outcomes: 
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 based on 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 their learning with colleagues in their school.
General Course Information
Course Policies/Expectations:
Participants are expected to participate in class discussions and activities, complete assigned readings and other assignments in a timely manner, and develop a plan to implement some of the course theories and activities in their classrooms.
Attendance Expectations:
Because most of the learning in this class takes place in class through lectures, discussions, activities, and processing, 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 students who miss work for the purpose of religious observance to make up this work.
Contributions in Class:
 All participants are expected to contribute to class discussions and to participate in all class activities.
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Academic Honesty & Professionalism: 
All students are required to be familiar with and adhere to the “Academic Honesty Policy Procedures” delineated in 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 will be necessary. If you are unfamiliar with ACCESS, visit their website at http://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 through Friday. 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 Foundation Checkley, K. (1996). “Reducing Gender Bias in School.” Educational Update. 38, 1 Greenberger, R.S. (1999, May 25). “Justices Say Schools Could Be Liable When Students Are Sexually Harassed.” Wall Street Journal, Section A, p.3. Harris, Lewis and Associates. (1993) Hostile Hallways: the AAUW Survey on Sexual Harassment in America’s Schools . AAUW Educational Foundation. Kelly, Kevin, and LaVerne Jordan. “Effects of Academic Achievement and Gender on Academic and Social Self-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-Related Careers: 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 Library Quinn, R.J. and Obenchain, K.M. (1999, September/ October). “Exploring Gender Biases in a General Methods Class.” Clearing House, 73, (1), pp. 16 - 18. Sadker,D (1999). “Gender Equity: Still Knocking at the Classroom Door.” Instructional Leadership, 56, (7), 22-26.

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