The Gender Stereotypes Research Paper
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
The Gender Stereotypes Research Paper
Read the case study BELOW and Answer the following 3 questions:
- What are some of the dynamics Matt observed that might have raised concerns about gender stereotypes for him? Is his assessment of “gender stereotypes” justified? Why or why not?
- What implications about gender might arise for the students in this class? How might students who are transgender or who do not identify with any specific gender group feel as they watch their peers enthusiastically endorse the “boys versus girls” activity?
- Should educators promote equitable environments even if student demographics might not require it? For example, not allowing “boys versus girls” if there are no students who identify as transgender?
- How this (case study or answers above) references to the two core themes?
- Equity in Education
- Teaching and Learning in a Multicultural Society
CASE 7.1: BOYS VS. GIRLS TRIVIA CONTEST
Matt, a first-year teacher, walked into Bill’s classroom, excited to observe him. Matt had a lot of respect for Bill as a teacher and looked forward to seeing effective classroom management techniques in action. Bill, a teaching veteran, was well-liked by students and colleagues.
Their principal had recommended that Matt observe Bill, noting how he engaged students, a key to limiting disciplinary interruptions. Matt found a desk in the back of the room and prepared to take notes.
As students settled into their seats, Bill welcomed them cheerily. He then reminded them that one of their benchmark tests was scheduled for the next day. Following a brief overview of strategies for studying the material, Bill asked whether they wanted to play a game. “Let’s see how prepared you are for the exam.”
“First, we need to split ourselves into two teams,” Bill explained, then asked students how they wanted to do so. As students discussed options, Bill walked to the back of the room and said to Matt, “If you let students make decisions, they’ll take ownership of their learning.”
One student suggested they form teams by gender, “boys versus girls,” eliciting enthusiastic support from several classmates. Bill sent the young men to one side of the room and the young women to the other side of room, then proceeded to ask each team questions while keeping count of correct responses.
After ten minutes the “girls” team was well ahead of the “boys” team, leading a couple young men to joke they were “letting the girls win.’ A couple young women responded by reminding their male classmates that the “girls” won the previous two games, as well. Following several minutes of the teams mocking one another, Bill tried to refocus all the students by announcing, “If you guys don’t settle down we’ll end the game.”
After class, as students left the room, Matt heard several laughing and making disparaging remarks to one another, debating about which gender was most intelligent. Bill approached Matt and warmly said, “The students love competitions and don’t realize how much they’re learning in the process.”
He then looked down and, seeing Matt’s notes, noticed he had written and circled “gender stereotypes” in his notebook. “Whoa! That’s what you are focusing on?” Bill asked. “Boys versus girls: that’s what the students love to do.” He then counseled Matt, “You’re still new at this and will learn soon enough that, as long as the students are engaged and learning, that other stuff doesn’t matter.”
With that, Bill walked back to his desk as Matt sat speechless, wondering whether he had been too sensitive.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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