Lorber, J. (2008). Night o his day: The social construction of gonder. In P'S. Gthenburg (a), Race, Clas, and Gender in the United State (pp. 8-58). New York: Worth Publanors Baro, A... 8FWvets, C (2007. GENDER MYTHS & THE EDUCATION OF BOS, ‘Anais of pin #2: tis shown in Indopondont Schools, 6 2), 92.103, tpl waysnourscity that men | man proton hat ard women ae rested dererty Saker, M.& Sacer, 0. 2002), Th misadueaion of bos. n SM. Bley (Ed), The fepends on everyone Based puey on thar onder and Sossey-Bas8 reader on gender in education (pp 182-203) San Francisco: Josay Bass, onlay "ing gondor* dentist even preveletin * ° (op. 182-209, ns ieona tom bt ‘education and thus wil and doos ‘onstanity and by ‘tect osching and Teaming in —|_—_everyono” ‘sohoo'. lanaysis of pont #1: Most people cont ‘Analysis of point #1:The article stated | tend to even think about gender in their Zz how even though gs tnd tobe |_| day to day Ives. is a0 embeded in . “shechangd' boys aro moro tklyio |_| unwhat ance expocts atu 303 | | nace tsthe soon | | “sidegmunts “fala couro,misa promotions or op | roves that we ether ele #1; The Soc childs gender ttt school Teeane marae” | {ne saroonnss asiecemrer lay) | Construction of Gender |) evden thers teat | | _Araiysie of Point #3: because men ar favord nour 2360, ‘yaudth Lower || toe inane gander | | Because chieren nave doesnt mean that hay area ferent han nose | |9T¥" up learning how to necessary succes in seademio = Tnanoter? | eet based of how they are songs — \ ‘voaes, tis wil impact es tow tay atin a sehoo t Pane chsreioon = |_—— anrarnrt an Wal ab ae Does the social oe rane Sera) atacting both how they Penrice tah ane| elite Ray _ [consrctat'gnder | arcane” a appears io be he favored «—' hyra Sacha and David influence teaching and Gender n school sting a aa | “thy pay tho pice ae wel \ learning in your |_| arco #2: GoncorMyns \\ licensure area? / |& Tho Esvealon of Baye \ ty Rosaund Bamet and | —] Point #8: “Gender difrences in Poin #2: Raiodto bo Cary Rivers conve abies do xt but hare active, aggresive, ane Pint #3: Boys have more — ~_sergsatoeresanera bs ‘ndependent boys ener ‘dscpine proboms an ond | paige eae land among is han thre are eereretwnen’ — iescecs rtasarss AEE-TTaTEE"GIDO| Toon: 9; whon coma] | Staereesbaoan he sre, ng behind girs in| ‘hom tobe qt passe ‘disturbances atnuehtcnenctomen || academe prabime race pein ‘fects some boys butnatall| | and class compiately \ ¥ J ioe swamp gondor ¥ + ‘Analysis of point #3: Athough Analysis of pon 42: Ths pont sis oF pot #2 Face: trate mere ||apaeipin ston | scar r a enos] MMRRSEHUR ews) “eto pocn oat some ttmatey atceS momen | | schol tendo cause more | |wehave evdence tat some boys| | gents academic success in| juretences between genders ‘they are in school setings They | | discipline problems within a_| | are fling Behind gts in schools | |” schools a ot more than pirercaneretce caiad are ale fegera taro te | [sooo envionment which can | | and are boing disturbances in| |issge ot gender ia Tris means | ly iar orences, Gander ne pied spre uatt 20° ||“Srnominarapuvolht” | | lsseome doesnt mean tatu | |"putinca are cmsscone | Pat sit ut epecaions| aavctalaanoasecronttey || “whanitcomes tothe || as educators should assure ths || Weave otek into account | | Cur Sudons and expect ‘dom revise the afenton hay are || S40desses in schoo okavorwilbeovdentnour. | | “evveveaaweiccceau || more of eso hem ust inng for sfassrooms. gender and how it efects thee oe ducaton.