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Institutionalizing Gender Equity in Teacher Education.

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Title: Institutionalizing Gender Equity in Teacher Education.
Language: English
Authors: Sanders, Jo
Peer Reviewed: N
Page Count: 9
Publication Date: 1996
Document Type: Reports - Descriptive
Speeches/Meeting Papers
Descriptors: Access to Education, Educational Discrimination, Elementary Secondary Education, Equal Education, Faculty Development, Gender Issues, Higher Education, Mathematics Education, Mathematics Teachers, Methods Teachers, Preservice Teacher Education, Science Education, Science Teachers, Sex Bias, Sex Discrimination, Technology
Abstract: This paper looks at the Teacher Education Equity Project, which was designed to bring gender equity to teacher education. Carried out from 1993 to 1996, the project worked with 61 teachers in 27 states who taught methods courses in mathematics, science, and technology to help them teach their preservice students about gender equity. The project was accomplished via a five-day seminar with eight instructors, large quantities of materials, $750 per participant to carry out a mini-grant project, a listserv, bimonthly newsletters, a three-day follow-up meeting conducted by participants themselves, and a considerable amount of support from project staff. The project has had a multiplier effect. In only one year, the 61 teacher educators taught a total of 5,000 preservice education students about gender equity in mathematics, science, and technology, as well as 5,000 others--colleagues, inservice teachers, and parents. Early results indicate that the percentage of participants whose syllabi mentioned gender equity doubled from 23 to 48 percent, while those whose syllabi specifically targeted gender equity increased sevenfold, from 4 to 27 percent. Pre/post teaching measures indicated that 85 percent of participants changed in a more equitable direction. Other problems remain, however. For example, while students learn about these issues in their methods classes, these perceptions must be reinforced in subject courses, other education courses, and by cooperating teachers. In a survey of 344 mathematics, science, and technology methods teachers at American Association of Colleges for Teacher Education (AACTE) institutions, only 17 percent thought they covered gender equity well, usually when it happened to come up in discussion, and only 15 percent mentioned Title IX to their students. A review of eight best-selling education foundations textbooks revealed little discussion of gender equity. Finally, gender equity is not usually included in state licensing requirements. A list of participants in the Teacher Equity Project is included. (ND)
Entry Date: 1996
Accession Number: ED392779
Database: ERIC
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  Data: Institutionalizing Gender Equity in Teacher Education.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sanders%2C+Jo%22">Sanders, Jo</searchLink>
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  Data: N
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  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1996
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  Data: Reports - Descriptive<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Discrimination%22">Educational Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Teachers%22">Methods Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Bias%22">Sex Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Discrimination%22">Sex Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Technology%22">Technology</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This paper looks at the Teacher Education Equity Project, which was designed to bring gender equity to teacher education. Carried out from 1993 to 1996, the project worked with 61 teachers in 27 states who taught methods courses in mathematics, science, and technology to help them teach their preservice students about gender equity. The project was accomplished via a five-day seminar with eight instructors, large quantities of materials, $750 per participant to carry out a mini-grant project, a listserv, bimonthly newsletters, a three-day follow-up meeting conducted by participants themselves, and a considerable amount of support from project staff. The project has had a multiplier effect. In only one year, the 61 teacher educators taught a total of 5,000 preservice education students about gender equity in mathematics, science, and technology, as well as 5,000 others--colleagues, inservice teachers, and parents. Early results indicate that the percentage of participants whose syllabi mentioned gender equity doubled from 23 to 48 percent, while those whose syllabi specifically targeted gender equity increased sevenfold, from 4 to 27 percent. Pre/post teaching measures indicated that 85 percent of participants changed in a more equitable direction. Other problems remain, however. For example, while students learn about these issues in their methods classes, these perceptions must be reinforced in subject courses, other education courses, and by cooperating teachers. In a survey of 344 mathematics, science, and technology methods teachers at American Association of Colleges for Teacher Education (AACTE) institutions, only 17 percent thought they covered gender equity well, usually when it happened to come up in discussion, and only 15 percent mentioned Title IX to their students. A review of eight best-selling education foundations textbooks revealed little discussion of gender equity. Finally, gender equity is not usually included in state licensing requirements. A list of participants in the Teacher Equity Project is included. (ND)
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  Data: 1996
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Educational Discrimination
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Gender Issues
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Methods Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Sex Bias
        Type: general
      – SubjectFull: Sex Discrimination
        Type: general
      – SubjectFull: Technology
        Type: general
    Titles:
      – TitleFull: Institutionalizing Gender Equity in Teacher Education.
        Type: main
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          Name:
            NameFull: Sanders, Jo
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              Type: published
              Y: 1996
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