References Used in Presentation

Bibliography

Basow, Susan A. Gender Stereotypes and Roles. 3rdrd ed. Pacific Grove:

Brooks/Cole, 1992. 2-45. Print.

Brick, Peggy. "Learning Activities." ReCAPP. ETR, 1989. Web. 10 Nov. 2011.

<http://www.etr.org/recapp/index.cfm?fuseaction=pages.LearningActivitiesDetail&PageID=170>.

Campos, David. "Sexual Orientation: Gay, Lesbian, Bisexual, and Transgender Youth." Sex, Youth, and Sex Education: a Reference Handbook. Santa Barbara, CA: ABC-CLIO, 2002. 141-79. Print.

Clauss-Ehlers, Caroline. Diversity Training for Classroom Teaching. New York:

Springer Science+Business Media Inc, 2006. 95-103. Print.

"Definitions." Youthline. Lesbian Gay Bi Trans Youth Line. Web. 9 Nov. 2011. <http://www.youthline.ca/definitions.html>.

Gannon, Linda. "Homophobia in Academia: Examination and Critique." The Construction of Attitudes toward Lesbians and Gay Men. By Tracy Luchetta and Lynn Pardie. New York: Harrington Park, 1999. 43-63. Print.

Gay, Lesbian & Straight Education Network. GLSEN. Ed. Kevin Jennings. GLSEN, Inc., 2003. Web. 11 Nov. 2011. <www.glsen.org>

Golombok, Susan, and Robyn Fivush. Gender Development. Cambridge: the Press

Syndicate, 1994. 2-179. Print.

Moore, Susan, and Doreen Rosenthal. "Issues for Gay and Lesbian Adolescents." Sexuality in Adolescence: Current Trends. London: Routledge, 2006. 156-75. Print.

Pattison, Darcy. 19 Girls and Me. New York: Philomel Books, 2006. N. pag. Print.

Sadker, David and Myra, and Karen Zittleman. Still Failing at Fairness. New

York: Scribner, 2009. 63-136. Print.

"Safe Schools: Cultivating Respect." PFLAG: Parents, Families, & Friends of Lesbians and Gays. Parents, Families and Friends of Lesbians and Gays, Inc, 2011. Web. 16 Nov. 2011. <http://community.pflag.org/page.aspx?pid=1011>.

Snow, Judith E. How It Feels to Have a Gay or Lesbian Parent: a Book by Kids for Kids of All Ages. New York: Harrington Park, 2004. Print.

Swisher, Karin, Terry O'Neill, and Bruno Leone. "How Should Teenage Homosexuality

Be Treated." Teenage Sexuality: Opposing Viewpoints. San Diego, CA: Greenhaven, 1994. 169-216. Print.

Tuttle, Harry. "Harry Tuttle ." Teacher Expectations Student Achievement . N.p., 11

Mar. 2009. Web. 5 Nov. 2011. <http://www.hotchalk.com/mydesk/index.php/component/content/article/72-hotchalk-blog-by-dr-harry-grover-tuttle-on-teaching/537-teacher-expectations-student-achievement-.>

Tyre, Peg. The Trouble With Boys. New York: Crown Publishers, 2008. 23-79. Print.

Wolpert, Ellen. Start Seeing Diversity. St. Paul: Redleaf Press, 2005. 27-38. Print.

Here are the references that we used throughout the presentation.

If there are any additional resources that could be used on this topic, please feel free to send them.

Day Two: Sexual Orientation, and the Quiz

PowerPoint for the Presenation on Sexual Orientation can be found here:

PowerPoint on Sexual Orientation

The day started off with students being asked to reflect on the question shown in the PowerPoint. This question was in response to the outfits we were wearing, where Aaron was dressed in feminine clothing, and Shayla and Heather in masculine clothing. This was intended to be a transition from perceived gender stereotypes into sexual orientation and the topic of homophobia.

From their we went into defining Sexual Orientation and the terms that go along with it.

After doing this we went into what was deemed a "Reflection Time". We presented the prompts in the PowerPoint, and asked the students to reflect on their answers, individual and then in groups of two. This was a method to help breakdown how people perceive the topic at hand.

Afterwards we dove right into the topic of homophobia. What it is and how to address it. Specifically we discussed on how to deal with it within the classroom setting. Along with this we presented charts and numbers that present the rates of harassment in terms of sexual orientation. We discussed about the issues of GLBT students, and students with GLBT parents.

This concluded our presentation on Sexual Orientation.

For the project, we had to quiz the students on the entire presentation. We did some review to help refresh on the ideas and then administered the quiz.

The Quiz can be found here:

 Gender and Sexual Orientation Quiz

After the quiz we had to formulate question that we as class were charged with to ask educators on the topic. In order to do this the class worked in groups to form these questions

The questions that were made were as follows:

1. Where do you see issues regarding sexual orientation and/or gender roles? (Social groups, physical locations? Teachers, family, recess, bathrroom?)

2. What are some strategies that you use to help prevent verbal harassment in your classroom?

3. Can you give some practical examples of how you promote gender equality in your class?

4. What is one example of a situation you have encountered where a student was treated poorly because of their or their parents gender or sexual orientation? Looking back, how would you handle that?

5. Do you think/see other minorities sympathizing more with those who are gay or lesbian?

6. Which demographic do you see issues from most?

7. How do you help support students in expanding their viewpoint of gender identity?

That concluded Day Two, and the presentation.

Some questions about this presentation:

• What could be expanded on about sexual orientation in the classroom?
• What was not included that you feel should have been regarding sexual orientation?
• What is some additional advice you would give to us as future teachers in dealing with sexual orientation in the classroom?
• How could our quiz be improved upon?
• What are your thoughts on the questions that are to be asked of educators? How can they be improved? (Feel free to answer the questions as well)

Day One: Presentation on Gender Roles

This link is the PowerPoint that the class followed along with as we presented (All information discussed here can be find on PowerPoint):

PowerPoint used for the Presentation on Gender

The First day began with a quote and a game deemed the "Mystery Game".

The rules of the Mystery Game were that the students had to draw what they thought the student looked like, namely in terms of gender.

We presented the different terms that go along with gender, discussing what goes into shaping gender identity.

Using the definitions, we asked students, in groups, to use magazines to form collages.
These collages were to show three things: People showing traditional gender roles, people that are androgynous, and people that were showing non-traditional gender roles.The pictures of these collages:

This video was shown to the class to present the information on how media shapes gender roles. (The Link to it is also available in the PowerPoint).

The presentation then shifted towards addressing gender bias in the educational setting, with discussion on both bias against girls, and against boys.

After presenting this information, we gave the students 5 scenarios that cover gender roles. The class was instructed to discuss them and talk about what they would do in the situations.

Day One ended with presenting the material on breaking down the bias, giving some examples. Then a story book titled "19 Girls and Me" (Can be found under References) was read to conclude. This story is useful for younger children to present how they can stop viewing people in terms of gender stereotypes.

Some Questions about this presentation:

• What could be expanded on about gender roles in the classroom?
• What was not included that you feel should have been regarding gender roles?
• What is some additional advice you would give to us as future teachers in dealing with gender roles and bias in the classroom?

Introduction to the Project

In our class Cultural Diversity in the Classroom, seven groups were formed in the beginning of our academic semester. Each of these groups were charged with forming two day presentation, on instructing the rest of the class on a specific topic (selected from the book Diversity Training for Classroom Teaching by Caroline S. Clauss-Ehlers). The topics were as follows:

1. Cultural Values and Worldview
2. Socioeconomic Status
3. Race and Ethnicity 
4. Language in the Classroom
5. Working with Diverse Families
6. Gender and Sexual Orientation and Youth
7. Bullying 

Our group, consisting of Shayla Dahl, Heather Hanson, and Aaron Peck, elected the topic "Gender and Sexual Orientation and Youth" as our topic of choice. 

The information in this blog is the presentation materials, outlines, and references that we used in order to form our presentation covering this topic. The intent of this blog is to provide you with the information we used, and allow you the opportunity to comment on the material. 

Your comments will be presented on this blog, (If you want it to remain anonymous, that is okay), and the information you provide will be helpful to us three as future teachers, as well as the rest of our class. As well, this information will be stored away as to be a strong foundation on which future aspiring teachers can build upon.