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1 2000 The Concept and Realization of Gender Equity Education 0

2 1

3 Kenway & Modra, 1992:

4 gender sex sex gender, 1999: 29 3

5 Streitmatter, 1994: 3-7 Richmond-Abbott(1983) Sadker, Sadker Klein(1991) Golombok & Fivush, 1994: 82 Streitmatter, 1994: 4 Margaret Mead 4

6 gender bias stereotype 5

7 Biklen & Pollard, 1993: 3-4 Gilligan (1982) Noddings (1984) Belenky Clinchy Golderberger Tarule (1986), 1998: 8-13 multipositional / multilocational Patti Lather empowerment, 1999: 8-10, 1999: 11-12, 1999: 12 6

8 1998: 44, 1999: equality equity Bennison, Wilkinson, Fennema, Masemann, & Peterson, 1984: 1 equality equity 1975:

9 equality equal equity Streitmatter, 1994: 8 equitable input / Streitmatter, 1994:

10 (input) (outcome) Streitmatter, 1994: 10 9

11 Secada (1989: 69) John Rawls 1971 A theory of justice 1. The Greatest Equal Liberty Principle 2. The Difference Principle 10

12 Rawls Bennison, Wilkinson, Fennema, Masemann, & Peterson, 1984:

14 13

15 % 53.8% 14

16 126,125 (52.8%) 112,662 (47.2%) 237, ,107 (52.1%) 914,574 (47.9%) 1,910, ,376 (51.5%) 489,933 (48.5%) 1,009, ,080 (50.7%) 153,758 (49.3%) 311, ,493 (49.4%) 249,562 (50.6%) 493, ,969 (46.2%) 243,377 (53.8%) 452, ,276 (50.8%) 201,429 (49.2%) 409,705 29,142 (67.7%) 13,883 (32.3%) 43,025 8,652 (79.8%) 2,193 (20.2%) 10,845 3,315 (59.3%) 2,273 (40.7%) 5, ,097 (43.3%) 187,497 (56.7%) 330, p.23-3,4 2. (Frazier & Sadker, 1973; Sadker & Sadker, 1985) (Lockheed, Finkelstein, & Harris, 1978) Sadker & Sadker, 1980:

17 88.1% 95% / 8553 (47.1%) 9613 (52.9%) 18, ,584 (88.1%) 24,615 (11.9%) 206,199 45,537 (23,8%) 145,986 (76.2%) 191,523 1,028 (2.5%) 40,562 (97.5%) 41,590 4,291 (56.4%) 3,321 (43.6%) 7,612 1,068 (4.4%) 23,007 (95.6%) 24,075 1,432 (36.8%) 2,458 (63.2%) 3, p.65 5,417 20,306 24,265 97, , ,344 (21.1%) (79%) (20%) (80%) (61.7%) (38.3%) 25,128 (28.9%) 61,662 (71.1%) 55,863 (39.4%) 85,965 (60.6%) 127,285 (70.3%) 53,802 (29.7%) 2,644 (38.8%) 4,180 (61.2%) 6,417 (59.1%) 4,433 (40.9%) 20,081 (79.2%) 5,270 (20.8%) 757 (51.9%) 702 (48.1%) 1,164 (70.4%) 490 (29.6%) 6,731 (87.1%) 1,001 (12.9%) 1999 p

18 :1 20:3 1985, :

19 1999: input process output 18

20 1999 Gilligan (1982) Belenky Clinchy Golderberger Tarule (1986) connected learning 19

21 Sandler & Silverberg & Hall, 1996 hooks, 1989; Ellsworth, 1992; Maher & Tetreault, 1994 Tetreault & Kay, 1997 Mastery 20

22 Authority Voice Positionality

24 ( ) ( ) 1999 /

25 Bennison, A., Wilkinson, L. C., Fennema, E., Masemann, V., & Peterson, P. (1984). Equity or equality: What shall it be? In E. Fennema, & M. J. Ayer (Eds.), Women and education (pp. 1-18). Berkeley, CA: McCutchan Publishing Corporation. Belenky, M., Clinchy, B., Golderberger, N., & Tarule, J. (1986). Women s ways of knowing. New York: Basic Books. Biklen, S. K., & Pollard, D. (1993). Sex, gender, feminism, and education. In S. K. Biklen, & D. Pollard (Eds.), Gender and education: Ninety-second yearbook of the National Society for the 24

26 Study of Education (pp. 1-11). Chicago, IL: University of Chicago Press. Ellsworth, E. (1992). Why doesn t this feel empowering? Working through the repressive myths of critical pedagogy. In C. Luke, & J. Gore (Eds), Feminisms and critical pedagogy (pp ). New York: Routledge. Frazier, N., & Sadker, M. (1973). Sexism in school and society. New York: Harper and Row. Gilligan, C. (1982). In a different voice: Psychological theory and women s development. Cambridge: Harvard University Press. Golombok, S., & Fivush, R. (1994). Gender development. Cambridge, MA: Cambridge University Press. Guralnik, D. B hooks, b. (1989). Talking backs: Thinking feminist, thinking black. Boston, MA: South End Press. Kenway, J., & Modra, H. (1992). Feminist pedagogy and empancipatory possibilities. In C. Luke, & J. Gore (Eds), Feminisms and critical pedagogy (pp ). New York: Routledge. Lockheed, M., Finkelstein, K., & Harris, A. (1978). Curriculum and research for equity: A training manual for promoting sex equity in the classroom. Princeton, NJ: Educational Testing Service. Maher, F. A., & Tetreault, M. (1994). The feminist classroom. New York: Basic Books. Mead, M. (1935). Sex and temperament in three primitive societies. New York: New American Library. Noddings, N. (1984). Caring: A feminine approach to ethic and moral education. Berkely, CA: University of California Press. Rawls, J. (1971). A theory of justice. Cambridge: Belknap Press of Harvard University Press. Richmond-Abbott, M. (1983). Sex roles over the life cycle. New York: 25

27 McGraw-Hill. Sadker, M., & Sadker, D. (1980). Teachers make the difference: An introduction to education. New York: Harper and Row. Sadker, M., & Sadker, D. (1985). Sexism in the schoolroom of the 80s. Psychology Today, Sadker, M., Sadker, D., & Klein, S. (1991). The issue of gender in elementary and secondary education. In G. Grant (Ed.), Review of research in education, 17 (pp ). Washington, DC: American Educational Research Association. Sandler, B. R.,Silverberg, L. A., & Hall, R. M. (1996). The chilly classroom climate: A guide to improve the education of women. Washington, DC: National Association for Women in Education. Secada, W. G. (1989). Equity in education. New York: Macmillan. Streitmatter, J Toward gender equity in the classroom: Everyday teachers' beliefs and practices. Albany,NY: State University of New York Press. Tetreault, T., & Kay, M. (1997). Classrooms for diversity: Rethinking curriculum and pedagogy. In J. A. Banks & C. A. McGee (Eds.), Multicultural education: Issues and perspectives. Boston, MA: Allyn and Bacon. Tong, R. (1989/1998). Feminist thought: A comprehensive introduction. ( ) 26

28 ABSTRACT In recent years, gender has become a hot issue. No matter local groups or the government, all has been devoted to gender equity education. However, when we are making such efforts, it is time for us to reflect on what gender equity education means and if what we ve done adheres to the spirits of gender equity education. The first part of this paper, therefore, aims to explore the concept of gender equity education. The production of gender difference is discussed first. Then within a context of gender hierarchy, we argue that gender equity education should connote social justice. The focus in the second part of this paper is on the implementation of gender equity education. Four approaches are used to analyze the macro aspect of policy. And feminist pedagogy is used to investigate the micro aspect of college teaching. Key words: gender equity, gender equity education, feminist pedagogy 27

2010, spring, v12, n1

2010, spring, v12, n1 Confronting the Baby Blues: A Social Constructivist Reflects on Time Spent in a Behaviorist Infant Classroom 正视婴儿的沮丧 : 一个社会建构主义者对行为主义婴儿课堂的反思 Mary Benson