Sex‐role stereotyping and gifted girls’ experience and education

Recent research and literature indicate that many parents, teachers and counselors of the gifted continue to reflect attitudes and sex‐stereotypes that are detrimental to the expression of the abilities of gifted girls.     

Sex education and human rights—a lawyer's perspective

The Human Rights Act 1998 is the most significant British statute to have been passed in the last decade. It has already been the catalyst for a series of high profile cases, ranging from the privacy rights of celebrities (Douglas v Hello! [2001] QB 967) to the Home Secretary's sentencing powers in murder cases (R (Anderson) v Secretary of State for the Home Department [2002] 4 All ER 1089). Yet, beyond the media spotlight, the real influence of the Human Rights Act 1998 lies in the fact that individuals and groups have, for the first time, been accorded the opportunity to invoke in the national courts a series of fundamental human rights. In this paper I will consider one area that is likely to be affected—the extent to which the Human Rights Act will have an impact on the law relating to sex and relationship education (SRE).     

Sex or gender identity? Understanding children's reading choices and motivation

The extent to which children's reading choices could be predicted by their motivation and gender identity was examined. Two hundred and twenty‐three children (average age 9 years 11 months) completed questionnaires measuring book reading choices, reading motivation, gender identity (identification with masculine and feminine traits) and a standardised reading assessment. Sex differences were found in children's reading motivation and reading choices. In addition, feminine traits were more closely associated with reading motivation and engagement with neutral books compared to masculine traits. Whilst children's sex predicted their choice of reading male‐ or female‐orientated books, the extent to which they identified with feminine traits was a better predictor in choice of neutral books. Results are discussed in relation to previous research examining sex differences in children's reading choices. In addition, implications for reading activities and choice of books available at school are discussed.     

Sex education and transgender youth: ‘Trust Means Material By and For Queer and Trans People’

The sex education made available to transgender youth has rarely been studied empirically. In this study, we sought to explore the sex education experiences of transgender young people and summarise their recommendations for transgender-inclusive curricula. Qualitative data from 14 transgender youth in the upper-Midwest USA were collected by means of an online questionnaire and group interview. Data was analysed using a consensual qualitative approach. Three themes emerged: (1) sources and reactions to sex education, (2) the importance of trust, and (3) missing information and recommendations. Sources and reactions to sex education included sexual health information sources and the strategies participants employed to supplement the sex education they received. Trust included trustworthy information sources and strong qualities of sexual health resources. Missing information and recommendations included unmet sex education needs, including the scope of information and from whom the information is delivered. Findings suggest that important curricular considerations include the diversity of content, but also the diversity of voices delivering it.     

Reflection Of Sex Stereoty

1. Social stereotype and sex stereotypeIt is commonly found that people can draw con-clusions about other people’s character and abilitiessimply on the basis of how that person speaks, regard-less of the content of what they say. Sociologists andsocial psychologists apply the notion of “prototype”to gap the bridge between social categories such as “middle class”or “female”to value judgments like “friendly”, “reliable”, or “intelligent”. A prototype isa concept which is typically a…     

Sex bias in science teachers’ ratings of work and pupil characteristics‡

In this paper, the role of modelling in the teaching and learning of science is reviewed. In order to represent what is entailed in modelling, a 'model of modelling' framework is proposed. Five phases in moving towards a full capability in modelling are established by a review of the literature: learning models; learning to use models; learning how to revise models; learning to reconstruct models; learning to construct models de novo . In order to identify the knowledge and skills that science teachers think are needed to produce a model successfully, a semi-structured interview study was conducted with 39 Brazilian serving science teachers: 10 teaching at the 'fundamental' level (6-14 years); 10 teaching at the 'medium'-level (15-17 years); 10 undergraduate pre-service 'medium'-level teachers; 9 university teachers of chemistry. Their responses are used to establish what is entailed in implementing the 'model of modelling' framework. The implications for students, teachers, and for teacher education, of moving through the five phases of capability, are discussed.     

Room for All? Comparing Criminology and Sociology Completion Rates Across Sex,Race, and Degree Level

This article presents findings based on an alternative to the Association of Doctoral Programs in Criminology & Criminal Justice data that allowed for examining the intersection of sex and race among criminology and criminal justice (CJ) and sociology program completers at the Bachelor’s, Master’s, and doctoral level. Five years’ worth of data from the Integrated Postsecondary Education Data System revealed that, on average, 85% of students who completed a doctoral degree in criminal justice were white, but only 74% of students who completed a doctoral degree in sociology were white. The average percentage of CJ degree completions accounted for by black Americans and Latinos also decreased by 9 and 15%, respectively, from the Bachelor’s level to the doctoral level. We discuss the need for universities to invest in student and faculty diversity, and conclude by highlighting the importance of building strong partnerships between predominantly white and minority-serving institutions.     

Testing Stereotype Threat: Does Anxiety Explain Race and Sex Differences in Achievement?

Steele's (1992, 1997) stereotype-threat theory attempts to explain underperformance of minority students in academic domains and of women in mathematics. Steele argues that situational self-relevance of negative group stereotypes in testing situations increases the anxiety these students experience and that these differential anxiety levels explain performance differences. Research shows that manipulation of stereotype threat can affect academic performance. However, there has been little research testing whether anxiety does at least partially explain the relationship between race and achievement. The goal of this study was to examine whether anxiety will explain racial differences in academic performance and gender differences in math performance in the context of a nationally representative sample of high school seniors. Partial mediation was observed, with anxiety explaining significant portions of the racial differences in academic performance. Anxiety also partially explained sex differences in math achievement, although the effect sizes were very small. These results provide general support for Steele's stereotype-threat hypothesis.     

Sex and Language:-on Differences Between Male And Female Speech In Language Use

Language use varies from one regional group to another, from one social group to another, and even from one individual to another. Even within the same speech community everyone has his distinctive language features from others. We often call this social phenomenon language variation or speech variation. Language variation can be found in language use and on language user. Linguistic peculiarities, to some extent, show a person's social status, cultural background , ethnic and even sex differe…     

‘Use Condoms for Safe Sex!’ Youth-led video making and sex education

Situated at the intersection between child-led visual methods and sex education, this paper focuses on the potential of youth-led video making to enable young people to develop guiding principles to inform their own sexual behaviour. It draws on findings from a video-making project carried out with a group of South African young people, which engaged them in identifying and tackling critical issues of HIV and AIDS. By analysing one of the youth-generated videos using critical visual analysis, we conclude that youth-led video making can be an effective tool to allow young people to talk about their interests and concerns and to develop guiding principles for their own sexual behaviour. This tool is especially relevant to young people whose needs are not being met by the current sexual health curriculum and can be a fun medium through which to engage participants in ensuring that sex education needs are met.     

An Investigation into Sex Differences in Certain Aspects of Science Practical Work with First‐year Secondary School Pupils in Single Sex and Mixed Teaching Groups

In this study we attempt to evaluate two models of instruction, one based on the assumptions of the constructivist or conceptual change model, and one based on an expositive‐deductive model. We applied the two approaches to the teaching of geometric optics at different levels of instruction: elementary school and university. In each case the same teacher taught the same scientific topic to both the control and experimental groups, and all students carried out the same classroom activities. The study was carried out in such a way as to replicate as closely as possible the actual conditions of each classroom environment. The results of instruction failed to show significant differences in learning attributable to the method of instruction used, although different trends were evident in the two samples. Our commentary on the findings concludes with suggestions for further research in this field.     

我身边的Opposite Sex报告

opposite sex意为异性,俗话说同性相斥,异性相吸。异性的魅力到底在何处?调查对象一:老爸调查过程:小时候我就特别崇拜老爸。他像个作家,我的作文经过他的修改,肯定是全班第     

Let's Talk About Sex … Education

An important goal of any sexuality education program is to support youth and young adults to develop a positive self-image and develop competence and confidence in skills needed to express sexuality and develop positive relationships. For youth and young adults with disabilities, sexuality education is offered far less often than for their same aged peers without disabilities. This article describes a three-step process for developing specially designed instruction in sexuality education using principles of instructional design to meet the unique needs of students with disabilities.     

Sex Discrimination Reflected in English Language

This paper demonstrates the sex discrimination in the English language and analyzes the causes of the phenomena.The author also puts forward the therapy to the phenomena.     

Is There a Relationship between Brain Type,Sex and Motivation to Learn Science?

Whilst sex is considered to be one of the most significant factors influencing attitudes towards science, previous research seems to suggest that, at least in non‐science classes, there is no correlation between sex and motivation to learn science. The present study investigates a mixed group of science and non‐science students of upper secondary level. The data show that there is in fact no correlation between sex and motivation to learn science in this group, but that there is a highly significant positive correlation between the students’ so‐called brain type and their motivation to learn science. At the same time, male students show a more systemizing brain type whilst female students have a more empathizing one. Therefore, the brain type seems in fact to be a basic variable of motivation to learn science, as previous research suggests. Our intention was to explore if involving the science motivation questionnaire (SMQ) could be a strategy to confirm and extend this hypothesis, which seems to be the case. We consider this study as a pilot in preparation for a larger and more systematically sampled project.     

Teachers’ Ratings,Sex, and SCAT as Predictors of Rank in High School Class

Data from 561 high-school seniors were analyzed using multiple linear regression to determine the independent contribution of each variable to the criterion of rank in class (R). Significant F ratioswere obtained for SCAT V and Q, teachers’ ratings of Accuracy (ACCU), Effort and Industry (E-I), and Reliability and Responsibility (R-R). R-R and ACCU, but not E-I, were found to be significant preditors of SCAT V and SCAT Q. Females were significantly higher than males on R, ACCU, E-I, and R-R and lower on SCAT Q. The data were interpreted as supporting the effectiveness of teachers’ ratings in predicting academic performance in high school. Females’ superior performance on teacher ratings was interpreted as evidence that females conformed more than males to teachers’ expectations.     

Sex differences and sex bias on the Boehm test of basic concepts: Do they exist?

Form A of the Boehm Test of Basic Concepts (BTBC) was administered to 180 kindergartners—90 boys and 90 girls. Neither their mean scores nor their standard deviations differed significantly, and the distributions of scores for the two groups were virtually identical. Moreover, the application of three internal criteria for bias yielded totally negative results; thus, there was no evidence of either sex differences or sex bias in the data.