Journal Table Three

Name: Andrea Hegna

Important Societal Factors/Significant Course Content
Observations from Field Notes
A) Column 1 How do you see gender scripts (Cite C)Column2YouareREQUIREDtoCiteMichael
specific author arguments, examples, and page Genzuk,NicholasWysocki,and/orNormaGonzalez
numbers from the Sadkers reading!!) and/or asyoudescribetheethnographictoolsand
Gender Strategies (Cite specific author arguments, investigationstrategiesyouareusing(orwilluse)to
examples, and page numbers from the AAUW
identifythespecificFundsofKnowledge
reading) operating for respondents in your Clinical
site? (Cite specific author arguments, examples, (knowledgebase,skillsets,activities,sociocultural
and page numbers from the said Gender readings, experiences,householdmemberlaborhistories,or
the Judith Lorber reading, the Gender Discussion socialnetworks)thatexistinthehomeand/or
PPT on D2L, as well as your own research/graphic communityofthelearnerorsetoflearnersyouchose
on Gender in your licensure area) toworkwithinyourclinicalsetting;
UsingandidentifyingspecificFundsofKnowledge
In Judith Lorbers article titled The Social approachesgivesaneducatortheabilityto
Construction of Gender the main theme that was understandallofthedifferentfactorsthatgointo
discussed is that gender is a human production that teachingaspecificchild.TheseFundsofKnowledge
depends on everyone constantly doing gender canincludetheirknowledgebase,skillsets,
(Lorber 55). Children are born a certain sex and then activities,socioculturalexperiences,household
based off of that sex the kids grow up being treated a memberlabor/historiesorevensocialnetworks.In
certain way and this is how gender is constructed. It NormaGonzalezsarticlewhereshediscussesthe
was described that children learn to walk, talk, and
FundsofKnowledgeapproachsheasksWhat
gesture the way their social group says girls and boys
betterwaytoengagestudentsthentodrawthemin
should (Lorber 58). I definitely think that this is
withknowledgethatisalreadyfamiliartothem,and
relevant in most schools in todays society.
usingthatasabasisforpushingtheirlearning?
Specifically at Ridgeway, there was an even mix of (Gonzalez1).
both boys and girls in the after school program. Based So,withthatmainideainmind,whilelookingatthe
off of my observations, it is true especially at their possibleActivitiestoInvestigateFundsof
young age, that these kids are subconsciously doing KnowledgethatwascreatedbyDr.Nicholas
gender based off societal standards. Without even Wysocki,alotofthemethodsthatIchosetouseto
being aware, the girls were wearing pink and hanging identifytheFundsofKnowledgeofthestudentsat
around the playground playing house during free Ridgewaydealtwithsimplytalkingtothekidsabout
time and the boys were wearing athletic clothes and theirhomelivesandwhattheydooutsideoftheir
playing basketball or kickball in an aggressive schoolenvironment.Idiscussedwiththem
manner. However, I believe that each child is different specificallywhattheydoforentertainmentor
and that exceptions are always valid and that activitiesoutsideofschool.Alotofthemdiscussed
individuality should be encouraged. At this age, these thesportsthattheywereapartoforwhattheir
students dont know any better and still have a lot of favoriteTVshowswere.Itookdownobservations
time to grow into the individuals that they truly are. andfieldnotesaboutthecommunityinvolvementin
For example there was one fifth grade boy who theschoolandthethingsthatmostofthekids
absolutely loved reading and was always reading his participatedin.Whenitcomestogettingtoknow
books even when it wasnt designated time for moreaboutthehouseholdandhomelivesofthe
reading. He would walk around the track with his
children,Ithinkthattheparentsareaverygood
book and read while the other students ran around
 Journal Table Three
Name: Andrea Hegna
during free time. The fact that I was astounded that resourcetoknowingmoreaboutthispartofthe
this boy would rather read on his own instead of run childslife.AtRidgewaybecausemyfield
around with all the other students and cause a ruckus experiencetookplaceatanafterschoolprogram,we
in and of itself explains just how stereotyped our idea actuallygottomeetahandfuloftheparentsofthe
of gender can be even if its subconscious. studentsbecausetheycometopickuptheirkids
afterwork.Throughmeetingtheparentsandtalking
In Myra and David Sadkers article titled The tothemabouttheirchild,alotmorecanbelearned
Miseducation of Boys a point was made that aboutthestudentslifeoutsideofschool.Ifoundthis
explained that boys are raised to be active, tobeoneofthemostbeneficialwaystolearnmore
aggressive, and independent [and] boys enter schools aboutaspecificstudentsFundsofKnowledgeand
that seem to want them to be quiet, passive and
environmentoutsideofschool.
conforming (Sadker 183). I definitely saw this while
IcanusethisinformationinthefuturewhenI
during my time at Ridgeway. It was true that a lot of
becomeaneducator.Makingsurethatparentsand
the boys had a hard time winding down for homework
time. I saw more boy students resisting the rules when familiesknowthattheyarewelcomeintomy
it came to individual quiet time, however, this doesnt classroomandthatIdocareaboutthehomelife,
mean that every single boy was misbehaving and cultureandbackgroundsofallofmystudents.
every girl was following the rules effortlessly. I did
observe that a lot of the boys were quite competitive B) Column2UseyourAnnotated
and rough while playing things such as basketball or BibliographyUpdated20166Sources
kickball during their free time. A lot of the times, Mr. PDFtodiscussrequirementCinany2of
Larson had to remind the boys that it is just a game the6resourcesthatyouwillusetoengagein
because most of the time arguments or disagreements theinvestigationsthatyoujustdiscussedin
would arise during these intense games. This was #3.
more so noticeable among the older boys in the SourcesforAnnotatedBibliography:
elementary school. In the Sadker article it was HumanResources:
discussed how other schools are trying an approach of 1. DustinLarson(PEteacher/afterschool
downplaying aggression and encouraging coordinator)([email protected])
cooperation through programs in conflict resolution 2. MissSandy(Workedatafterschoolprogram
(Sadker 199). During these courses students learn atRidgeway)
how to negotiate and compromise while they avoid
JournalArticles:
attitudes and actions that lead to violence (Sadker
1. Lorber,J.(2004).Nighttohisday:Thesocial
199). I think that an approach like this would greatly
constructionofgender.InPS.Gothenburg
benefit schools, even Ridgeway. I do think that some
of those ideas would be very beneficial to the overall (Ed),Race,Class,andGenderintheUnited
attitude of the students who tended to be more States(pp.5556).NewYork:Worth
aggressive at Ridgeway. Publishers.
2. Sadker,M.&Sadker,D(2002).The
When it came to the girls specifically, I found that it miseducationofboys.InS.M.Bailey(Ed).
was more likely for the girls to get attached to me as I TheJosseyBassreaderongenderin
worked with them during my field experience. They education(pp.182209).SanFrancisco:
wanted our undivided attention, whereas the boys JosseyBass.
would mostly go off and do their own things or play
their sport games with each other. The girls were
interested in the fact that I was studying to become a
 Journal Table Three
Name: Andrea Hegna
teacher and would draw me pictures and write me
notes during their free time. There truly were more
behaved during homework time and were less likely to
cause a scene or talk back to the teachers. I thought
that in the article How Girls Negotiate School a lot
of really interesting points such as the fact that girls
expressed that they feel pressure to be nice and quiet,
to get along with everyone, to avoid conflict(244). It
was stated that some girls behave in ways that have
been traditionally expected of them in school, doing
what is asked and speaking in turn, if at all(245).I
definitely saw this during my time at Ridgeway.

A) Column 1 How do your Developmental

and/or learning theorists learned in EDFD
400/401 help you think about why you see
specific gender scripts (Sadkers reading)
and/or gender strategies (AAUW reading)
being exhibited by the learner or set of learners
you are observing;

When figuring out why we see gender scripts the way

we do, I think it is important to go back to theorists
and see how their ideas have been rooted but also how
these ideas have grown through out the years as our
thoughts and views on gender have expanded and
progressed. For example, Plato believed that girls back
in the day should receive an education focused mostly
on the domestic arts and things that would enable
them to be successful mothers and wives. Even though
this thought was rooted, Plato still believed that men
and women should be treated equally and that girls
should have the same kind of education as boys in
society. Not every theorist believed this however. For
example, Rousseau believed that a persons sex did
determine the nature of ones education and his/ her
place in society. Now, because of how much progress
we have made when it comes to gender equality (even
though there is still a long way to go) I believe that
young girls shouldnt just be educated to be domestic
housewives. I believe that they are just as capable as
men of getting degrees in whatever they please and
changing our world in their chosen work fields.
 Journal Table Three
Name: Andrea Hegna
A specific theory that I think helps explain gender
development that we discussed in EDFD 400 is the
operant conditioning theory. This theory suggests that
gender development is shaped or formed like other
kinds of behavior through both reinforcement and
punishments. For example positive reinforcement can
shape how one gender acts in their environment when
they do something that is desired in regards to their
gender. Then this action will most likely be repeated
and thus the gender roles or scripts can develop. Both
positive and negative reinforcements help shape this
gender-stereotyped behavior.

Yet another theory that we learned in EDFD 400 is the

social learning theory that explains that people imitate
the behavior that they are observing. If young girls are
observing other girls behaving a certain way in their
school environment, a lot of the time this behavior is
copied and vice versa with boys. Albert Bandura was
able to show that children are most likely to copy
same-sex models, which are likely to affect their
gender development. The four main cognitive
processes that are required for the social learning
theory include: attention, retention, reproduction and
motivation. All of these processes can relate back to
how we can understand why these gender roles and
scripts are in place in our society and school
environments.
Journal Table Three
Name: Andrea Hegna