UNIVERSITY OF CALOOCAN CITY

Graduate School

Discussant: SY, JHOANA MARIE R.

Report: GIRLS BEHAVING BADLY? RACE, GENDER AND DISCIPLINE
Course: Master of Arts in Teaching Early Grades
Subject: Psychology of Teaching-Learning the Fundamental Subjects from
Kinder Through Elementary Grades
Course Code: MATG 309
Date: MAY 29,2021
Professor: Dr. Marites B. Cruz

Girls behaving badly…

Race, Gender and Discipline
OBJECTIVE:
• Discuss the Race, Gender, Discipline in African American Girls and in
the Philippines

African Americans Girls

Research has identified similar racial inequalities in other disciplinary outcomes, such
as expulsions, office referrals and classroom reprimands.
- Black girls are three times more likely than white girls to receive an office referral.
Black girls receive disproportionate referrals for infractions such as disruptive
behavior, dress code violations, disobedience, and aggressive behavior.
- Boys are disciplined more often and more severely than girls despite men
maintaining greater social power.
Gender interactions show that black girls are much more likely than other girls to be
cited for infractions such as dress code violations, disobedience, disruptive behavior,
and aggressive behavior—and these gaps are far wider than the gaps between black
boys and boys of other races for these offenses.

Race and gender are not simply discrete variables that can be taken apart and added
together. Instead, the meanings and effects of race occur only through gender, and in
turn, the meanings and effects of gender occur only through race.

In 2014, the U.S. Department of Education issued a set of guiding principles regarding
school punishment, reviewing the literature on racial disparity in discipline, and
reminding educators of the requirement to administer discipline fairly (U.S. Department
of Education 2014). Persistent and severe punishment creates a wide range of negative
effects. High levels of school suspension are linked to lower academic achievement at
the individual and school levels.

Skiba and colleagues (2011) find that educators punish African American and Latino
students more severely than whites for the same or similar behavior, indicating that
educators interpret transgressions more critically when they are exhibited by children of
color.

Race may create space for alternative femininity, allowing black girls more leeway to
challenge gender structures. African American girls are still evaluated according to
white gender standards, especially within dominant institutions. Based on a study of
classroom observations, Morris (2007) found that educators disciplined African
American girls for assertive behavior interpreted as loud and overbearing. Latina and
white girls in the same school did not receive similar admonishments to behave like
‘‘ladies,’’ even when they exhibited similar behavior and clothing (Morris 2007). African
American girls were punished primarily for perceptions of gendered transgressions, but
race shaped the enactment and perception of gender in the evaluations of these
transgressions.
Philippines
• Tall, Blonde, fair-skinned and sharp-nose. This is the image a lot of Filipinos
carry in their heads of ideal physical appearance that they should be.
Women denied the rights to hold property, to vote, to go to school, to travel, to borrow
money, and to enter certain occupations.
Filipino society assigned to men the role of breadwinner and to women the role of
housekeeper. On “Man’s World” outside the home was viewed as a harsh and heartless
jungle in which men needed strength and aggression. On “Woman’s World” was the
home, and her job was to comfort and care for husband and children, maintain
harmony, and teach her children to conform to society’s norms.
Popular Stereotypes
The oversimplified mental images of what men and women are supposed to be and to
some extent, it persists.
MEN – supposed to be ambitious, aggressive, strong and should hold back their
emotions and must not cry; expected to be sexually aggressive and experienced;
supposed to be independent, fit to be a leader; and, expected to be logical, rational and
objective.
WOMEN – supposed to be shy, easily intimidated, passive, demure; expected to worry
about their appearance and aging; expected to be emotional, even to cry easily;
expected to be sexually passive and inexperienced; believe to be dependent, in need of
male protection; and, expected to be inconsistent and intuitive.

• The right hemisphere of boys’ brain is better developed due

to which they are more visual mathematic, exploring, more
sex oriented, and commit most violent crimes. On the other
hand, in girls, left hemisphere of their brain is more developed
due to which they are more verbal, communicative, sensitive,
and more prone to phobias and depression.

• Girls have beautiful handwriting.

They decorate their handwriting
while guys just do chicken-
scratch.
 • A girl believes that visitors will be impressed by a clean
house while a guy believes that visitors will be impressed by
his large stereo.

• A girl worries about her future until she

gets a husband while a guy starts
worrying about his future when he gets
married. A girl marries a boy expecting
him to change while a boy marries a
girl expecting that she will never
change and remain the same.

Inequalities
can be seen at:
JOBS AND MONEY
• The total share of employment is 62.2 percent for
males and 37.8 percent for females. Male, 62.2
Female, 37.8 inadequate social protection for
women and lack of promotion of women's welfare

EDUCATION

• (Data from Annual Poverty Indicator Survey and DepEd,

Philippines). Boys, for instance, are twice more likely to
leave high school boys are more likely to leave school for
the students who choose to remain in school,
standardized exams show that girls outperform boys’
social norms and poverty compel boys to leave school
and enter labor force at early stage (with or without
parental permission)
 • In terms of functional literacy, 78.5% of out- of-school
boys had simple literacy, compared with 83.3%of girls for
those who remain in school, 65.4% of girls are functionally
literate while only 58.7% of boys are.

POLITICS

MEN’S LIBERATION
THE WOMAN’S MOVEMENT
Freedom in expressing emotion.
Eradicate slavery
Freedom from social expectation
Right to vote
Social Relationships
Education
Freedom from competition
Occupation
Social Status

Political Position

REFERENCES:
https://www.ncbi.nlm.nih.gov/books/NBK19934/
https://www.slideshare.net/xe0nahq0h/race-gender-class
https://bmb.gov.ph/index.php/gender-and-development