Gender Stereotypes
From the very moment children are born, they are stereotyped. Rooms are painted either blue or pink depending on the gender. Boys are expected to like sports while girls like dolls and princesses (1.1). Gender stereotypes are generalizations about females and males that do not necessarily apply to all females and males. Stereotypes exist about how males and females act, and what they excel in. There are many gender stereotypes, especially when it comes to math. Boys are generally stereotyped as being better at math than girls. Sometimes girls may even disregard math because they think of it as a boy subject. Usually stereotypes have a negative connotation associated with them because they are not accurate representations of all people in a certain group. When people make assumptions about others based on gender it is a gender stereotype, and it can cause many negative effects. Stereotypes are not just a thing of the past, but they are prevalent even today in the media and in classrooms (Hyde, 2007).
To combat gender stereotypes, I want to show girls that math is a subject that girls can do just as well as boys. By making sure to avoid calling on all boys or all girls, stereotypes that may have surfaced in my classroom will hopefully be avoided (5.1). I will instead attempt to call on students equally. Creating a supportive environment, is another key way to diminish gender stereotypes because students will feel comfortable talking and asking questions in my classroom. I will apply what I know about gender stereotypes by making it known that everyone has the potential to do well in my class (1.4). I will not accept sexism or negative gender stereotyping in my class. If students struggle with math homework or tests, I plan to talk to them after class to give them extra help. Finally, I will build confidence in the students in my classes who still do not think that they are good at math by praising them when they do well, and encouraging them to keep trying even when they make mistakes.
To combat gender stereotypes, I want to show girls that math is a subject that girls can do just as well as boys. By making sure to avoid calling on all boys or all girls, stereotypes that may have surfaced in my classroom will hopefully be avoided (5.1). I will instead attempt to call on students equally. Creating a supportive environment, is another key way to diminish gender stereotypes because students will feel comfortable talking and asking questions in my classroom. I will apply what I know about gender stereotypes by making it known that everyone has the potential to do well in my class (1.4). I will not accept sexism or negative gender stereotyping in my class. If students struggle with math homework or tests, I plan to talk to them after class to give them extra help. Finally, I will build confidence in the students in my classes who still do not think that they are good at math by praising them when they do well, and encouraging them to keep trying even when they make mistakes.