More meaningful interaction, less labeling
Posted by Ming Ling on June 14, 2012
We would all benefit from more meaningful interaction and less labeling– not just by gender, but along any dimension by which we divide humanity.
In Education Week’s “Scholars Say Pupils Gain Social Skills in Coed Classes”, Sarah Sparks describes the negative consequences of segregating and labeling children by gender, as well as the benefits of the Sanford Harmony Program in avoiding and counteracting those effects.
Here are some choice quotes on the benefits of gender-balanced classrooms, based on research by Erin E. Pahlke, an assistant research professor of social and family dynamics at Arizona State University:
boys and girls in classes near sex parity had better self-control than those of either sex in a class in which they were the dominant majority, 80 percent or more.
Teacher stereotypes about student abilities may also be tempered in a more balanced classroom… Prior research has shown that teachers’ own beliefs about gender stereotypes—such as that girls perform worse in math, or boys in reading—can bring down their students’ performance.
On avoiding labels, based on research by Rebecca S. Bigler, an associate professor of psychology at the University of Texas at Austin:
even casually organizing students by gender or mentioning it in a way that labels causes boys and girls to develop the idea that gender is fundamentally oppositional, in ways the teacher has not mentioned or discussed
using a noun description like calling someone a ‘hat wearer,’ rather than saying ‘he likes to wear hats often,’ makes the description seem more permanent and intrinsic in children’s minds.
when teachers use groups to label children in their classrooms, you get the formation of stereotyping and prejudice, and when teachers ignore the presence of those groups in their classrooms, you do not find stereotyping and prejudice.
On the consequences of gender-based segregation, according to Laura D. Hanish, the co-director of the Lives of Girls and Boys: Initiatives on Gender Development and Relationships project at Arizona State University:
when boys and girls played mostly with same-sex classmates in preschool, they began to behave in more gender-stereotyped ways: Boys played farther from teachers, became more aggressive, and used more ‘rough and tumble’ play over time; girls moved closer to teachers and included more gendered play.
On the Sanford Harmony Program at Arizona State University:
each week, every child is paired with a new ‘class buddy’ of the other sex. Every day, buddies do a different activity together, from art projects and music to active physical games outside. The program also includes regular activities to teach the children social skills, such as listening, sharing, and cooperation.
students who participated in the buddy matching and social curriculum were more socially competent, less aggressive, less exclusionary, and showed better social skills toward both boys and girls.
students are now more likely to play together, cooperate, and help each other.
Yet again, we see the importance of reinforcing actions rather than appearance or group identity, and emphasizing behaviors over which people have control. Indeed, a little careful effort improves social relationships.
D. F. Halpern, L. Eliot, R. S. Bigler, R. A. Fabes, L. D. Hanish, J. Hyde, L. S. Liben, C. L. Martin. The Pseudoscience of Single-Sex Schooling. Science, 2011; 333 (6050): 1706 DOI: 10.1126/science.1205031
This entry was posted on June 14, 2012 at 7:21 pm and is filed under Teaching & learning. Tagged: Diversity & differences, Gender, Social relations, Stereotype threat. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.