Gendered Education in the United States Write a 3ñ4-page evaluation of gender and education in the United States.
This assessment asks you to consider the ways gender may concretely impact a major societal institution.
Gendered Education in the United States Show Less
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Critically analyze issues related to gender and communication.
Explain how Kñ12 schools can intentionally or unintentionally enforce gender roles.
Describe how colleges and universities either support or disregard gender issues on campus.
Competency 4: Identify effective leadership strategies that promote effective communication between men and women.
Summarize the role of gender in the studentñinstructor dynamic.
Describe how to reduce or eliminate gender bias in the classroom.
Competency 5: Communicate effectively in a variety of formats.
Communicate effectively and concisely using APA formatting.
Check Your Progress
Use this online tool to track your performance and progress through your course.
The Assessment 4 Context document reviews key findings from research on gender. You may wish to review the document for an overview of these key concepts and ideas.
Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
For the following questions, refer to the Resources (under the Internet Resources heading) for links to the Lieberman resource and the Barr resource:
Do mothers and fathers generally differ in their interaction with children? If so, then how?
Do today’s fathers spend more time with their children than their own fathers spent with them?
Do you think males and females are growing up at the same pace today as they did in previous eras?
Barr, K. R. (2013). Male and female communication styles [Web log post]. Retrieved from http://www.livestrong.com/article/188130-male-and-female-communication/
Lieberman, S. (n.d.). Differences in male and female communication styles. Retrieved from http://www.simmalieberman.com/articles/maleandfemale.html
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Click the links provided to view the following resources:
Assessment 4 Context.
Click the links provided below to view the following multimedia pieces:
Do Men and Women Use Language Differently? | Transcript.
Gender and Communications | Transcript.
This interactive will help you review the information you learned about men’s and women’s verbal and nonverbal communication. Pay particular attention to which characteristics fit with which sex.
Key Terms | Transcript.
This media piece focuses on the key concepts and definitions you must be familiar with as you go through the course.
The following e-books or articles from the University Library are linked directly in this course:
Maher, F. A., & Ward, J. V. (2002). Gender and teaching. Mahwah, NJ: L. Erlbaum.
Nel, P., & Paul, L. (2011). Keywords for children’s literature. New York, NY: NYU Press.
Gender bias learned. (2005, February 17). Wisconsin State Journal, p. F1
Jadva, V., Hines, M., & Golombok, S. (2010). Infants’ preferences for toys, colors, and shapes: Sex differences and similarities. Archives of Sexual Behavior, 39(6), 1261ñ1273.
Steensma, T. D., Baudewijntje, P. C. K., de Vries, A. L. C., & Cohen-Kettenis, P. T. (2013). Gender identity development in adolescence. Hormones and Behavior, 64(2), 288ñ297.
Course Library Guide
A University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the COM-FP3200 ñ Leadership, Gender, and Communication Library Guide to help direct your research.
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
Lieberman, S. (n.d.). Differences in male and female communication styles. Retrieved from http://www.simmalieberman.com/simma/differences-in-male-and-female-communication-styles-2/
Barr, K. R. (2013). Male and female communication styles. [Web log post]. Retrieved from http://www.livestrong.com/article/188130-male-and-female-communication/
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific ñFP (FlexPath) course designation.
Fixmer-Oraiz, N., & Wood, J. T. (2019). Gendered lives: Communication, gender, and culture (13th ed.). Boston, MA: Cengage.
Many experts believe that education in the United States is gendered. That is, boys and girls are educated and treated differently throughout their academic careers. For this assessment, write an evaluation of gender and education in the United States. Address the following in your evaluation:
Are boys and girls taught gender in our public school systems?
Are female and male college students given equal support?
What differences are there in how college students evaluate male and female instructors?
How can gender bias be reduced or eliminated in the classroom?
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