配音制作Sexism in school学校中的性别歧视 知识点整理

2021年1月20日发(作者：慎守礼)
Sexism in school
If a boy calls out in class, he gets the teacher
’
s attention. If a girl calls out in class, she is told to raise her
hand before speaking.
Teachers
praise
boys
more
than
girls,
give
boys
more
academic
help(help
with
their
studies)
and
are
more likely to accept boys’
comment during classroom discussions. These are only a few examples of how
teachers favor boys. Through this advantage boys increase their chances for better education and possibly
higher
pay
and
quicker
promotions.
Although
many
believe
that
classroom
sexism
disappeared
in
the
early 70s. it hasn
’
t.
Education is not
a spectator sport(a spectator is a viewer or an onlooker)
. Numerous researchers, most
recently john goodlad, former dean of education at the university of California at los angeles and author
of
a
place
called
school,
have
shown
that when
students
participate
in
classroom
discussion
they
hold
more positive attitudes toward school(look upon education more favorably;)
, and that positive attitudes
enhance(increase)
learning.
It is no coincidence that(it is not surprising that the two things should be
causally related)
girls are more passive in the classroom and score lower than boys on
SATs(the scholastic
aptitude test) .
Most teachers claim that girls participate and
are called on(are invited or asked to speak)
in class as often
as boys. But a three-year study we recently completed found that this is not true
vocally(in terms of oral
participation),

boys
clearly
dominate
the
classroom.
When
we
showed
teachers
and
administrator
(people responsible for the running of a school, such as the principal)
a film of a classroom discussion
and
asked
who
was
talking more,
the
teachers
overwhelmingly
(almost
all)

said
the
girls
were.
But
in
reality, the boys in the film were
out-talking the girls (talking more than the girls)
. at a ratio of three to
one.
Field researchers (people who do their research by going to the real place where the events they study
are actually taking place, rather than in the library, office or laboratory)
our study observed students in
more
than
100
fourth-,
sixth-
and eighth-grade
classes
in
four
states
and
the
District
of
Columbia.
The
teachers
and
students
were
male
and
female,
black
and
white,
from
urban,
suburban
and
rural
communities.
Half
of
the
classroom
covered
language
arts
and
English---
subjects
in
which
girls
traditionally, have excelled; the other half covered math and science traditionally male domains.
We
found
that
all
grade
levels,
in
all
communities
and
in
all
subject
areas,
boys
dominated
classroom
communication.
They
participated
in
more
interactions(
two
way
communications)
than
girls
did,
and
their participation became greater as the year went on.
Our research contradicted the traditional assumption that girls dominate classroom discussion in reading,
while boys are dominant in math. We found that whether the subject was language arts and English or
math and science, boys got
more than their fair share of teacher attention.(more teacher attention than
is supposed to be fair)
some critics claim that if teachers talk more to male students, it is simply because boys are more assertive
in grabbing their attention---- a classic case of the squeaky wheel getting the educational oil. In fact, our
research shows that boys are more assertive in the classroom. While girls sit patiently with their hands
raised, boys literally grab teacher attention. They are eight times more likely than girls to call out answers.
However male assertiveness is not the whole answer.
Teachers
behave
differently
depending
on
whether
boys
or
girls
call
out
answers
during
discussions.
When boys call out comments without raising their hands, teachers accept their answers. However, when
girls call out, teachers reprimand this inappropriate behavior with message such as, in this class we
don’t

shout out answers, we raise our hands. The message is subtle but powerful. Boys should be academically