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#16 October
1996
Introduction
This comprehensive research report describes the study "Two Teachers' Classroom Practice of Gender Equity" completed by the following researchers: Ms. JoAnn Bergsma (teacher researcher); Ms. Gillian Francis (teacher researcher); Dr. Ling Zhang (research assistant); and Dr. Lorraine Cathro (principal researcher). The intent of this report is first to share the research procedures and findings, and, second, to fulfill the funding requirement of the Dr. Stirling McDowell Foundation for Research into Teaching. This report is divided into twelve main sections: (1) Research Question; (2) The context of the Research; (3) Rationale for the Research; (4) Literature Review; (5) The Research Process; (6) The Grade One Classroom in Action; (7) The Grade Eight Classroom in Action; (8) Conclusions; (9) Recommendations; (10) The Parting Words; (11) References; and (12) Appendices which includes the materials and references used by the teachers. The research question asked how do two teachers translate gender equity into classroom practice? In qualitative research terms, what classroom meaning do the two teachers make of gender equity? Teachers are the heart of schooling. Teachers are the translators of both the intended curriculum (documents) and the hidden curriculum (schools' and society's practices, values, beliefs, and expectations). In Canada, curriculum initiatives are developed under the auspices of a provincial education ministry and the amount of teacher involvement varies. However, teachers are expected to translate the developed curriculum initiatives into classroom practice. In the province of Saskatchewan, a recent initiative is the development and inclusion of the Gender Equity Policy and Guidelines for Implementation (1991). The stated intent of the Gender Equity Policy is to "ensure that gender equity becomes an integral part of the overall curriculum plan and of individual courses of study" (p. 1). Principles of gender equity, therefore, are to be implemented across the curriculum, in all aspects of schooling and in all subject areas. In short, gender equity is to become embedded in curricula and school practice. This in-depth study of the translation of gender equity into classroom practice has both short and long term implications. gender inequity is unconscionable and violates basic human rights. Unfortunately, in many Saskatchewan schools, it seems that the Gender Equity Policy (1991) is not being implemented. Often, gender (in) equity is not even recognized as an issue or concern. This study should be useful to policy and curriculum developers, trustees, parents, administrators, and, especially, to classroom teachers who are the translators of gender equity. To my knowledge, a detailed study of teachers translating the Saskatchewan Gender Equity Policy (1991) has not been conducted. Therefore, this study was done so that there is information available to serve as a guide, or model, of how teachers may implement gender equity in the classroom. Although educational inequities have been noted and researched for decades (Gaskell & McLaren, 1987), much of the work on gender equity in school practice remains at an advocacy level. This study provides in-depth documentation of what teaching an learning looked like in two classrooms where gender equity was translated into practice by teachers. This documentation is particularly needed at a time when teachers, administrators, parents, trustees, researchers, and students themselves are struggling with how gender equity can be lived, rather than just discussed. It is difficult to state the long term significance of the study; hopefully, more gender equitable schools would be the result of many studies such as this one. As noted on the title page, the literature review was written by Dr. Ling Zhang. During the final writing of the Report, one section was added to the literature review based on information from an article on the prevalence of sexual harassment, published in the summer of 1996. The purpose of this literature review is to provide a general framework for the theoretical base of the study and to address some key areas, issues, and relevant research findings in gender equity in education. The review is divided into eight sections: (a) Introduction; (b) Curriculum Materials; (c) Classroom Interactions; (d) Classroom Activities; (e) Language Issues; (f) Self-esteem of Female Students; (g) Outside Influences; and, (h) Role of Teachers in Gender Equity. Introduction In 1992, the American Association of University Woman (AAUW) issued a comprehensive compilation of research on girls' experiences in schools in the United States. This study was the most extensive nationwide survey on gender and self-esteem ever conducted. Three thousand boys and girls between the ages of nine and fifteen were polled on their attitudes towards self, school, family, and friends (as cited in Orenstein, 1994). The title of the report, How Schools Shortchange Girls, states succinctly the most consistent findings among the hundreds of studies reviewed. The report documents that girls and boys have significantly different educational experiences in school settings, and those differences are consistent regardless of grade levels, subject matter, the size of class, school, or district, and, the sex and experience of the teacher (Sadker & Sadker, 1994). Kilgour (1992) suggests that a Canadian study would probably show similar findings. In Canada, assessments of gender equitable content in curriculum, schools and textbooks started in the mid-1970's (Light, Station & Bourne, 1992). These early studies unanimously identified a general deficiency in all of the areas mentioned above. In particular, deficiencies were found in the social science field where, the researchers argued, gender equity was extremely important and should be most readily achieved (Light et al., 1992). Contemporary assessments of the educational environment have found a few advances but continue to point to the implementation of gender equity in schools as a major problem. An equally important fact is that gender bias also constitutes a veritable "hidden curriculum" in many of our schools. This hidden curriculum is evident in classroom interaction, classroom activities, and expectations of boys and girls, just to name a few. Research documents that these gender-specific differences have a disproportionately negative effect on girls' academic performance, career goals, self-confidence, self-esteem, and accomplishments later in their lives (Scollay, 1994). Gender inequity in schools creates a climate where sexual harassment can, and does, flourish. Sexual harassment is a very serious issue in schools, particularly in middle grades and high schools. However, the potential for sexual harassment is rooted in early experiences; in homes, communities, and in elementary schools. A 1993 survey of 1203 grade eight to grade eleven students in United States public high schools reported the shocking prevalence of sexual harassment, and specifically, its effects upon young women.
The authors noted that the context of sexual harassment was important, that is, the climate in the school could either encourage of discourage the prevalence of sexual harassment. The authors explain:
Students were harassed both by other students and by school employees. Therefore, the climate in schools does influence the prevalence of sexual harassment, "Quite simply, students experience more harassment, and more severe forms of it in schools where they describe harassment as a serious problem," (Lee et al., p. 406). Although these results are from a study in the United States, all indications re that such a study in Canada would yield disturbingly similar results. Our schools are places of influence, school climate does matter, and school staffs do have an important role in developing gender equity. The development of gender equity not only encourages success for all students in an equitable environment, it is also the foundation fro prevention of sexual harassment. This literature review will now examine the various aspects of school climate and the influences of those aspects on gender equity. Curriculum Materials One of the most significant influences on gender role attitudes in school is the content of curricula and textbooks, as most teachers rely on these materials to guide them in the development of their curriculum and teaching materials. However, examination of many curriculum materials reveals that the written as well as the pictorial content of student books is often guilty of ignoring the importance of gender equity (Lucidi, 1994). Light et al., (1992) conducted a survey of history textbooks published in 1980 or after that were available at the Ontario Institute for the Study of Education (OISE) curriculum resources library and found that women are often invisible or portrayed in stereotypical roles or scorned as inferior beings. As they concluded, women are presented as being marginal to society and to the shaping of history. Similar findings are reported in the United States. As Sadker, Sadker and Steindam (1989) observed, females are less likely to be studied in history and read about in literature. Furthermore, illustrations in most texts depict a world predominantly populated and shaped by males. In math and science, problems are more likely to be framed in stereotypical male terms. Other studies show that stories are repeatedly dominated by male characters in aggressive, powerful roles, while female characters are depicted as nurturing and submissive to the male counterparts (Batcher, Brackstone, Winter & Wright, 1987; Lobban, 1987; Peterson & Lach, 1990). Bailey (1993) notes that children's literature with poetry and storytelling is an essential part of the school curriculum for young children, functioning to support and extend the children's developing language base. Textbooks are also prime socializing tools which influence the development of children by conveying attitudes and modes of activity which are "appropriate" for boys and girls (Rebell & Murdaugh, 1992). As Weitzam (1979) argues, books are an important source of sex-role learning for young children:
Doughert and Engel (1987) have similar comments on books as a socializing influence, "....books provide children with role models - images of what they can and should be when they grow up" (as cited in Lucidi, 1994, p. 29). The importance of gender-fair literature and materials is obvious because strong messages are being sent to girls and boys about what is important, valued, and accepted. Unfortunately, children's literature used within school systems is often a source of gender bias. The majority of story characters in literature (whether represented as humans, fantasy characters, or animated animals) are male, promoting the underlying message that males are important and females are insignificant in comparison (Bailey, 1993). Many texts through which children are taught to read present the man "as active agent in the outside world and the woman as passive, supportive other" (Davies, 1989, p. 44). A detailed analysis of 20 elementary readers in the early 1970's revealed that 57% of the women were housewives, compared to 37% in actuality; women were shown in 16 salaried jobs, men in 90 (Rebell & Murdaugh, 1992). Although the quantitative representation of females in textbooks has improved over the last twenty years, qualitatively, the amount and type of career and personal activity choices depicted for women are still severely limited and stereotyped (Purcell & Stewart, 1990). The consequences of the neglect, trivialization, and marginal treatment of women are profound. As Light et al. (1992) state, "female students may be deprived of a sense of their own part or even that they, as girls, have a part" (p.20). Researchers further point out that perhaps the worst effect of a sex-stereotyped curriculum has been to make children, especially boys, feel that sex discrimination is a natural process that everybody follows (Lucidi, 1994). Classroom Interaction "Sex bias" in schooling goes well beyond textbook content. Educators generally agree that classroom interactions with teachers are a central part of students' school experiences. Yet, do the girls and boys in the classroom have the same experiences? Studies indicate that this may not be the case (Sadker & Sadker, 1986). These classroom experiences are quantitatively and qualitatively different for boys and girls. A meta-analysis of 81 teacher-student interaction studies, covering preschool through to high school, revealed that teachers consistently interacted more with boys than with girls, teachers averaged 44% of their time with girls and 56% of their time with boys (Kelly, 1988). In similar studies, boys received more teacher attention and were encouraged to explore more on their own while girls were rewarded for silence, neatness, and conformity (Lucidi, 1994). Research results taken from classroom observations in public schools show that boys receive more praise, cues, criticism, encouragement, eye contact, questions, and attention than do their female classmates (Sadker & Sadker, 1986). In their respective studies, Murphy (1986) and Serbin, O'Leary, Kent, and Tonick (1973) also observed that teachers praised boys more than girls for the intellectual quality of their answers. Boys usually received more detailed directions than girls from their teachers in order to be able to accomplish a task, whereas girls were given help or the teacher finished the task for them. Thus, the classrooms consist of two worlds; one of boys in action, the other of girls' inaction (Lucidi, 1994). Not only are researchers concluding that boys and girls are being treated differently within the classroom setting, but it is also becoming more widely acknowledged that girls are the ones who are suffering from the unequal treatment (Bailey, 1993). Sadker, Sadker, and Klein (1990), in their review of research of the past 20 years, point out that schools in their organization and operation are not meeting the needs of their female students. The effects of this inequitable treatment in elementary and secondary classrooms on girls are clear in that girls actually lose ground as a result of their schooling (Sadker & Sadker, 1986). "The end result is an educational system which perpetuates the success of males at the expense of their female classmates" (Bailey, 1993, p.7). Classroom Activities A number of studies show that classroom activities frequently allow boys and girls to have different classroom experiences. For example, in a series of three studies of preschoolers, Huston and Carpenter (1985) found that girls chose more highly structured activities and boys chose more simply structured activities. Similarly, Ebbeck (1984) observed that early childhood teachers channel children into sex-stereotyped activities, and girls' participation in play areas that developed mathematical and spatial skills was much lower. Scollay (1994) found in her study that at all grade levels, instructional activities tend to appeal to boys' interests and are presented in forms in which boys excel. Fagot (1981) reported similar findings in that boys are directed to focus on school related activities and behaviors which develop fine motor skills. The cumulative effect of this unequal treatment is the communication of a powerful message to both boys and girls, that is, girls are less capable and less talented. As such, the message is that they are less worthy of serious and substantive attention in school than boys (Scollay, 1994). Language Issues A gender-fair curriculum must also use non-sexist language in its literature, textbooks, and other teaching materials. In their study, Gelb et al. (1982) discovered that preschool, elementary, and secondary teachers tended to use more male-related language (as cited in Olivares and Rosenthal, 1992). Light et al. (1992) examined a number of Canadian history textbooks and found that the tone of language changed when women were introduced. Women were generally described in less serious terms than men. Even when attempts were made to document the contributions or experiences of women, they were often trivialized (Light et al. 1992). Another study reported that preschool teachers use more generic male pronouns than female or neutral pronouns at teacher-directed circle time (Gelb, 1987). The same study also found that children heard many more specific male than female pronouns in finger plays, songs, stories, and in discussions of animals even though the sex was indeterminable. Gelb (1987) noted that 88 percent of preschoolers assumed maleness when asked to tell stories about undetermined gender drawings. In a California study, a group of grade one students were asked to draw pictures of "cavemen". The students drew what they had heard; their pictures were all full of male figures. However, when the same group of children were asked to draw "cavepeople", they drew "people", mothers and fathers, girls and boys (IDRA Newsletter, 1994). Other researchers have documented similar findings. For instance, Hyde (1984) noted that many first, third, and fifth graders created males after hearing "he" used in a story. The consistent use of "he" biases students, leading them to believe that doctors, lawyers, or other professionals are generally male. The use of "chairmen" or "policemen" in depicting certain positions implies that men commonly held these positions or that they still do. Having reviewed the findings of several studies, Todd-Manncillas (1981) and Hyde (1984) concluded that at all age levels, generic male words were not perceived as equally referring to males and females. On the other hand, the use of inclusionary words and pronouns did elicit equal perceptions by children as well as by adults (as cited in Olivares & Rosenthal, 1992). Self-Esteem of Female Students "Many of today's girls fall into traditional patterns of low self-image, self-doubt, and self-censorship of their creative and intellectual potential" (Orenstein, 1994, p. xvii). Self-esteem has been defined in many different ways by psychologists and other researchers. According to Orenstein (1994), "girls with healthy self-esteem have an appropriate sense of their potential, their competence and their innate value as individuals" (p.xix). However, study after study has shown that girls and women are less likely to feel those traits than boys and men. The combined effects of sexism and discrimination, both knowingly and unknowingly, by society, the family, and the school have limited the minds and the lives of girls and young women. Particularly, the negative and invisible messages delivered to girls by the school curriculum hurt their self-esteem, as girls' lives are shown to count for less than boys' lives. In Cantu's (1994) study, most of the young women felt they had to work harder and rated their ability lower than that of the boys in their classes, even though their actual performance was generally better than that of the young men. Teenage girls were found to be much more likely than boys to say they are "not smart enough" or "not good enough" to achieve their dreams. By high school, nearly half of the boys strongly agreed with the statement "I am happy the way I am" compared with less than a third of the girls (Sadker & Sadker, 1994). A large number of studies found that girls' perceptions of their own self-confidence has been directly correlated with their interest in taking math and science (Sadker & Sadker, 1994). For example, according to an AAUW report, there exists "a circular relationship between math confidence and overall self-confidence, as well as a link between liking math and aspiring to professional careers--a correlation that is stronger for girls than boys" (Orenstein, 1994, p.xvii). As Sadker & Sadker (1994) found, math is often viewed by both boys and girls as a masculine area. More anxious and less confident about their math ability, girls perceive the subject as cold and impersonal. Science is also viewed by many girls as a masculine subject. Compared to their male classmates, girls show a more precipitous drop in their interest in math and science throughout high school. Research also indicates that a loss of confidence in math usually precedes drop in achievement (Orenstein, 1994). Outside Influences Sex discrimination by outside influences is also a problem that emphasized the need for gender equity in education. As Thorne (1993) notes, children are socialized into existing gender arrangements by the gender-stereotyped clothes and toys shown in media that make claims about biological programming (as cited in Lucidi, 1994). Many boys and girls model their lives according to the persistent images presented through television and advertising. Researchers have observed that media are a powerful influence that consistently shows biased images and stereotypes in many forms. For example, Sadker & Sadker (1994) found that even in a 1991 Sesame Street television program, gender bias was found; male characters, male voice-overs, and images of male children in the street were eight times more frequent than female children. Goldberg (1974) states, ".....media make very explicit judgements about the 'natural differences' between boys and girls, men and women, and about work roles considered appropriate for the two sexes" (p.2). In a similar vein, Wilgosh (1994) notes that the media portray male and female in different ways, male as active and work-oriented, and female as passive and home-residing. Another example of the media giving children sex-biased images is found on the covers of magazines such as Time and Newsweek (Lucidi, 1994). Furthermore, given the message of violence against women, it comes as no surprise that teenage girls have a "crisis in self-confidence" (Wilgosh, 1994). These research findings indicate that it is crucial for all society--parents, school, and media--to provide an environment that is supportive of women and girls, allowing them to develop their own full potential as equally valued and contributing members of society (Wilgosh, 1994). Role of Teachers in Gender Equity Gender inequity is a prevalent part of our society. There is strong evidence that educational influences play an important role in the attainment, or non-attainment, of educational and career success and the well-being of young women. Despite the influence of the social environment and the mass media, a non-sexist curriculum can make a difference in students' gender equity values (Olivares & Rosenthal, 1992). Therefore, teachers have a special role to play in helping their students identify where sexism exists, and to provide a variety of ongoing experiences in which students are encouraged to explore alternatives. Wilgosh (1994) argues that educators must be charged with the responsibility of providing a learning environment that is supportive of the full achievement of the potential of all girls. In order to create a curriculum on gender issues, it is important that teachers recognize their significance as role models (Novogrodsky & Wells, 1992). Research consistently indicates the need for students to have good role models for gender equity, and these role models are primarily their parents and teachers. However, Bailey (1993) states, "in order for teachers to understand how gender operates within the classroom environment and make the necessary program adjustment to encourage change, they must first be prepared to explore their own personal understanding of gender" (p.89). The need to prepare for tomorrow's women for their roles in a changing social and economic environment calls for extensive change in the way in which students are educated. Along with an analysis of their own genderedness, it is crucial for teachers to carefully examine their teaching practices for the presence of stereotyped behaviors. Wilgosh (1994) suggests that first of all, teachers need to be aware of gender bias in their relationships with students, and to be scrupulous about using inclusionary language in the classroom. This type of language enhances the sex role development of the students and helps them to be more attuned to changing gender roles. In Lucidi's (1994) opinion, the use of androgynous characters in children's literature is another step toward eliminating the concept that sex roles are bipolar. Bailey (1993) notes that many children encounter literature at a time when they are developing gender identity, and it is therefore important that they be exposed to print materials that represent gender fairly. The point is that children need to be presented with much literature that is free from obvious and potentially distorting gender bias. They need to be exposed to literature which portrays women as valued creators of history, and to be provided with literature written by both male and female authors. Wells (1991) urged teachers to encourage girls to enrol in math, science and technology courses, providing opportunities for girls but also breaking down barriers such as discriminatory attitudes. In Novogrodsky and Wells's (1992) view, social science courses offer prefect opportunities to give students information about how gender has restricted people historically, and about how some individuals and groups have consciously broken gender barriers. As Funk (1993) notes, the informal (hidden) and formal (intended) curriculum should include experiences for girls, and allow their voices to be heard, valued, and awarded in social as well as academic settings. Some researchers suggest that a visual atmosphere should be created in the classroom to acknowledge the role and contributions of women and people from a variety of backgrounds (Ebbeck, 1984; Huston et al., 1985). In short, curriculum goals and instructional objectives should be developed in such a way that will allow female students to feel important, valued, and equal to their male counterparts (Funk, 1993). Summary In conclusion, there is a definite need to implement an environment where the classroom interactions, curriculum materials and literature, and real life learning experiences are free of gender bias (Lucidi, 1994). Educators are instrumental in the formation of students' sense of identity. When teachers are in a better position to analyze how gender influences their students, they will be able to develop a clearer understanding of how, and to what extent, gendered classroom practices affect gender equity and educational equity (Bailey, 1993). As girls and boys work to define themselves, teachers can help them with self-definitions that are free of stereotypes. As Schmurk and Ratliff (1994) point out, this can only be done if classrooms become places of gender equity. Analysis of research on gender equity in education reveals that there have been some improvements over the years, for example, in gender equitable representation in textbooks and other instructional materials (Olivares & Rosenthal, 1992). However, in order to transform our schools into powerful levers of equity, we need to continue and increase our efforts to lessen the gender gap in our classrooms. This section is divided into six sections: a) the genesis of the research; b) applying for funding; c) seeking and gaining permission from the stakeholders to engage in the study; d) description of the teacher researchers and research assistant; e) methodology which includes data collection and data analysis; and f) adaptations made in the research process as it unfolded. The Genesis of the Research The topic of research, examining and describing the meaning that two classroom teachers make of gender equity, was based in my knowledge of, and interest in, gender inequity as lived within institutions. During my 22 years as an educator, I have been interested in how teachers live their knowledge and beliefs in classroom settings. However, my particular interest in gender equity was heightened during my doctoral work when I read widely in what has been labeled as feminist theory. This interest, and the reading of related literature, developed from my experiences as a woman, a mother, a teacher of young children and adults, a female doctoral student, and an out-of-scope employee at the University of Saskatchewan. During my doctoral work, the feminist literature became not only a basis for interpretation of findings and for framing recommendations of my doctoral study, but the reading and thinking I was doing resulted in my questioning the socialization processes through which gender is constructed. Schooling is an important part of the socialization process and any study of construction of gender must consider the context of schooling. It was natural then for me to want to conduct a study that examined what is being done to make our schools more equitable. It is well documented in the literature that sexism is deeply embedded in curriculum (Spender, 1980). Females from preschool to graduate school are second-class educational citizens (AAUW Report, 1992; Bailey, 1993; Sadker & Sadker, 1994). Girls learn to lose, "to distort their own being in order to be consistent with the distortions which surround them" (Spender, 1980, p. 27). The backlash resulting from these distortions are most tragic when girls, and women, internalize and enforce these distortions on themselves (Faludi, 1991). Although Saskatchewan had developed a Gender Equity Policy in 1991, when I talked with teachers, very few knew of the existence of this policy. The policy seems to have been the classic case of rhetoric without reality of implementation. And yet, I knew that some teachers were concerned about, and were addressing issues of gender equity. I thought that perhaps if I could locate two teachers who included issues of gender equity in their classrooms, their practices could be used or adapted by other teachers. The only way to move from the rhetoric to the reality, to live policies, is through teachers. The study of teachers' practice is the bridge between rhetoric and reality. Applying for Funding I knew that the intent of the Dr. Stirling McDowell Foundation was to encourage collaborative research among teachers and between teachers and university researchers. I decided to apply for funding assistance and completed the application procedure. On May 2, 1995, I received an official letter from Verna Gallen, Research Coordinator, stating that the project had been selected. Seeking and Gaining Permission from the Stakeholders By that time, my interest in the research had been further heightened by my appointment as Adviser to the President on the Status of Women, University of Saskatchewan, from July, 1995 to June, 1996, a short-lived position of one year, but a position that would facilitate the completion of the observation part of this research study. President Ivany gave me permission to spend time as a participant observer in the classrooms. He viewed the research as an important part of my job. After receiving support from my employer to do the study, I then sought permission from the Saskatoon Board of Education. I met with Dr. Dave Hawley, then Deputy Director, Department of Educational Services, and outlined the research project. I completed an application form for permission to conduct research in Saskatoon Public Schools, and that application was approved. As well, I applied to the University of Saskatchewan's Advisory Committee on Ethics in Human Experimentation (Behavioral Sciences) for permission to conduct the study. This approval was given in a memo from Dr. Michael Owen, dated June 30, 1995. The official channels were cleared, a time-consuming, but necessary, part of research. Description of the Teacher Researchers and Research Assistant I have described in some detail the way that I met the teacher researchers, Ms. JoAnn Bergsma and Ms. Gillian Francis, in the stories of their classrooms which follow in this report. What I will include here is a brief summary. As well, I will explain the very important role of Dr. Ling Zhang, the research assistant. I had asked several of my friends and acquaintances in the Saskatoon Public School system as well as some university professors who are researchers in school fi they could recommend teachers who were actively implementing gender equity in their classrooms. This type of selection of participants is called purposive sampling and was appropriate for the purpose of the study. To review, the purpose of this study was to examine classrooms in which gender equity was being addressed and lived so it was essential to recruit teacher volunteers who were knowledgeable and/or interested in actively working towards gender equitable classrooms. I could have chosen a different purpose in the research and examined classrooms in which gender inequity was being fostered, either consciously or unconsciously, by teachers. However, I could not see the logic in doing that type of study although certainly the predicted statistics and the documentation of actual incidents may move stakeholders to action more quickly than a positive description of possibilities. I chose the positive approach though because I believed then, and believe even more strongly now that the study is complete, that teachers need descriptions of what other teachers are doing to foster gender inequity in order to themselves implement changes that will encourage more gender equitable classrooms. So, I chose to emphasize what is being done, rather than what is not being done. All I can do is hope that the results are not misinterpreted to mean that the actions of the two teacher researchers are commonplace. Based on the literature, time spent over the years in classrooms, and what I have been told by others, gender equity is not addressed in most classrooms in Saskatchewan, or elsewhere for that matter. When I received names of teachers who might be interested, I contacted those individuals, briefly outlined the research, and asked to meet with them. I wanted to examine gender equity at the elementary school level (kindergarten to grade eight in most schools in Saskatchewan) because I believe that the foundation for schooling is laid in those very crucial, early years. The ideal happened; two teachers, one teaching grade one and one teaching grade eight volunteered. Their teaching placements would enable us to examine gender equity near the beginning and end of elementary school. It was also necessary that the teacher researchers be active partners in the research, indeed they are the heart of the research, and both JoAnn and Gillian chose to be co-researchers rather than anonymous participants. They sought and received permission from their principals of the schools they taught in to be involved in the research and completed the co-researcher forms required by the funding agency. The foundation had been laid, we were eagerly awaiting September to begin our research. My family moved to Calgary the summer of 1995 because of my husband's job transfer, and I commuted to Saskatoon to my position as Adviser and to work on the research with JoAnn and Gillian. It became very clear to us early in this process that we desperately needed an experienced research assistant. Dr. Ling Zhang who has a doctorate of philosophy in Curriculum Studies was asked to be the research assistant because of her demonstrated expertise in conducting research from a qualitative perspective. Ling's contributions included compiling and writing the literature review, transcribing the audiotapes from the interviews, and doing preliminary analysis of the data. Her contributions were appreciated and added greatly to the study. Methodology A qualitative perspective encourages the examination of the meaning that people are making of their lives. Through the lenses of the researchers, events are noted and interpreted within the context of the research, in this case, the two classrooms. Data collection and data analysis will be outlined.
Adaptations Made in the Research Process The following two changes were made as the research unfolded:
This section has described the research process. Now it is time to outline what is commonly called the results of the study, and what we have called, the classrooms in action. THE
GRADE ONE CLASSROOM IN ACTION It's September 25, 1995, a beautiful autumn day when I arrive at 12:45 p.m. for my first day in the grade one classroom with Ms. JoAnn Bergsma and her students. The community surrounding the school is familiar. I lived in this community for nine years. Although I dislike labels, it may help the reader to know that this community would be classified as middle class in socio-economic terms. Most of the children in the school are from two parent families, and several of those families have two incomes. In general, the parents are very supportive of the school and there is an active community association. Based on my years of living in this community, I believe the parents of these children would be quite diverse in their views of gender equity. A letter of explanation written by the researchers and approved by the principal had been sent home so parents were aware of the research project. There had been no concerns expressed or questions asked about the research by the parents as a result of receiving the letter of explanation. As the research progressed, an occasional question was raised by parents who noticed me in the classroom. As I arrive at the school, memories of my own children attending here for four years means that I am familiar with the layout of the school and one of the teachers who taught my son remains at the school. The woman who was my daughter's Brownie leader is a substitute teacher today at the school, and we chat briefly as I explain the research project to her. The principal greets me as well; JoAnn and I had met with him to outline the project and to obtain his permission. As the observations proceeded, his welcoming attitude and his support for the research continued. JoAnn and I have been acquainted for about three years. We met when she was attending the University of Saskatchewan on a one year educational leave from the Saskatoon Public School Board and I was an out-of-scope faculty member teaching in the College of Education. We had chatted and shared some reading materials during that year she was on campus completing her Master's of Education, but we didn't know each other well. Her name was recommended to me by a professor in the College of Education as someone who might be interested in being involved in another qualitative research study because she had enjoyed her own research and might be particularly interested in doing collaborative research. So, I had phoned JoAnn and we had met about the proposed research. She was, in her words, "excited about this project" (Journal, September 11, 1995). JoAnn welcomes me, and invites me to participate in the classroom events. Then, the children come into the classroom from their noon break. They are warm, wiggling and wonderful. Grade ones. I am instantly transported back in time to my own classroom when I taught grade ones. I remember grade ones in September; eager to please, eager to learn, and most of them needing short activities to sustain their attention. As a teacher of young children, books were always a central part of my classroom. During this research study, I will learn that JoAnn uses children's literature as an integral way of exploring and discussing issues, and particularly in relation to our research, as a way of examining gender issues. When JoAnn introduces me to the students and says that I'll be spending time in the classroom with them, the children all turn and look at me. Their looks are open and accepting. They are used to parent helpers and other adults in the school and classroom. I believe they view me as another one of those adult helpers. As I walk around and talk with the students, reading with some of them as JoAnn conducts reading conferences with others, I listen to their conversations. I note that the children are already developing gendered roles and gender expectations. One girl has a Barbie doll with hair down to the ankles. The boy sitting next to her comments that he saw a doll that grows hair. Another boy asks him if he has that doll or if his sister has it, and the boy is quick to respond that he saw the hair-growing doll on television. Amid these gendered patterns developed within the context of the larger society, JoAnn works in the classroom with her students. The Emergent Themes In research from a qualitative perspective, themes emerge from the data. I understand themes to be main ideas that reoccur in the data. The role of the researchers then is to identify and interpret those themes within the context of the research situation. The purpose of this research study was to examine and describe how two classroom teachers made sense of gender equity in their classrooms. Data was collected using observation, journal-writing, interviews and conversations. As the data collection and analysis proceeded, patterns began to emerge. These themes were usually reflected in words spoken and ideas used which were repeated or restated as the research process continued. Five themes emerged from the collaborative research from the data collected in JoAnn Bergsma's grade one classroom:
I will now outline and interpret each of these themes and use supporting data as examples. Theme One: Gender as a Conscious, Essential Experience The first theme is the teacher's living of gender equity as a conscious, essential experience which is rooted in the teacher's multiple roles. JoAnn's multiple roles as partner, mother, daughter, teacher, colleague, and researcher meant that she was constantly juggling responsibilities, and lived the experience of little time for written reflection. In her September 11th journal entry she wrote:
Sometimes she worries about the effects of this constant juggling of responsibilities, "by 5:00 pm after numerous meetings, I was home throwing something together for supper. In the haste and hurry of it all, I worry about shortchanging my own two kids" (Teacher Researcher's Journal, September 25, 1995). JoAnn's beliefs and values and, therefore, the way that she lives gender equity in the classroom, are strongly rooted in her multiple roles. JoAnn explains gender equity as "an essential awareness" (Teacher Researcher's Journal, September 11, 1995). The essential awareness is rooted in her experiences as a mother and partner, and from even earlier in her life, as a daughter:
JoAnn's beliefs toward gender equity and her living of those beliefs are rooted in her lived experience. Her lived experiences are a filter through which she develops the classroom climate. As a result of those lived experiences, she consciously endeavors to create a classroom that is not gender biased. In her words:
The first theme identified in JoAnn Bergsma's work as a classroom teacher making sense of gender issues is the embededness of gender in lived experiences of the teacher and specifically, the multiple roles that she lives and has lived, which are then translated into conscious action in the classroom setting. One of those conscious actions is not separating and grouping students by gender. Other conscious actions such as using children's literature as a springboard for discussion of gender, using inclusionary language and not assigning tasks by stereotyped definitions of appropriateness for males and females will be discusses in later sections. Those conscious actions are then continually filtered through her lived experiences and constantly monitored. As JoAnn says, "I don't always succeed", however, she is always consciously striving "to create a classroom that is not gender biased." Theme Two: Use of Children's Literature as a Springboard During our collaborative research, JoAnn and I used children's literature as a springboard for discussion of gender issues; particularly, the roles of males and females in literature. The Teacher Researcher Begins the Process JoAnn began the process of using children's literature as a springboard to discussion about gender issues during my observation on November 27, 1995. JoAnn had chosen a book titled Brave Irene (1986) by William Steig. This book is about a girl who braves a blizzard to deliver a package containing a dress that her mother had made. She is presented as a heroine, as brave Irene. Before JoAnn reads the book, she asks the students to predict what the book may be about. The predictions are based on what they see on the cover and their experiences, "a girl is mailing something; a girl might be going shopping; she might be going tobogganing." JoAnn asks the students, "can girls be brave?" One boy answers, "boys are braver than girls." His friend nods his head in agreement. JoAnn persists, "do you think Irene is being brave?" The students seem not to make sens of that question, but instead continue to predict, based on the cover illustrations, "she's playing a game, she's going shopping." JoAnn then asks a question that requires the students to put themselves in Irene's place, "can you imagine being Irene?" In the picture on the cover, it looks like a terrible storm and Irene can hardly go on." (In Saskatchewan, Canada, children know storms and the feeling a small child has of going on in a storm, the pushing of the wind, the trudging through the snow). No girls reply. One boy states, "that would be awesome." Based on the lack of responses from the girls before the story is read, it could be assumed that these young girls may not see themselves as brave or has having the potential for bravery. Perhaps bravery has not been previously presented as a choice for girls. After JoAnn finishes reading the story, with some stops for discussion, more predicting, and checking for comprehension of the storyline, she again asks, "was Irene brave in the story?" One girl answers, "yes, she took the dress and she was scared." JoAnn then tries to get the students to apply Irene's experiences to their lives, "if you were Irene, would you have done what she did?" (that is, shown bravery by persisting against the storm to deliver the dress). When no one responds, JoAnn makes the possibility for response more concrete, and possibly less risky, by asking, "how many would do what Irene did?" All the girls raise their hands. (University Researcher's Observation Notes, November 27, 1995). What might this snapshot of classroom life mean in terms of gender equity? Through the use of children's literature, JoAnn has introduced , or perhaps has strengthened, the concept for the girls and for the boys that girls are/can be brave. The concept of girls being brave may, or may not, have been initiated in the students' previous experiences either at school or in their homes. But the important point is that through the use of this story consciously selected to show girls as brave, and through the asking of higher level questions which require critical thinking and the personal application of the protagonist's experience, JoAnn has introduced a conscious, essential lived experience and a model of bravery that both girls and boys can use to better understand gender roles. And, based on the fact that all the girls held up their hands in response to JoAnn's last question cited above, the girls seem to have gotten the message that they too can be/are brave. Brave Irene would lay the groundwork for further development of the use of children's literature as a springboard for discussion of gender issues in this first grade classroom. The University Researcher Continues the Process Next it was my turn. On December 4, 1995, I arrived at the school late because of a snowstorm. Later, when writing in my journal, I wondered whether I was a "brave Irene" as I waited for a cab rather than attempting to drive the streets, or as Irene had, trudging through the snow. The children are writing in their journals when I arrive. I confer briefly with JoAnn about my plans, and she offers to take observation notes while I read and discuss the story. The snapshot of the lesson which follows is reconstructed from a combination of JoAnn's observation notes and my journal entry written after the class. I had carefully chosen a selection and thought about the way I would introduce the story. The book William's Doll (Zolotow, 1972) was a favorite of mine when I taught young children, and a book that I made sure I read to my own son and daughter. When my children were young, cabbage patch dolls were very popular. My son's doll was named Walter (Wally for short), and my daughter's was named Annie. Walter and Annie were looked after lovingly, but put away for safe-keeping some years ago. When I asked my son who was fifteen at the time of the research if I could us Wally as a way of introducing the story, he agreed and the two of us located Wally still dressed in my son's favorite outfit for him - a sweatsuit and jacket in the Saskatchewan Roughrider football team colors. As well, I took photographs of my son because I wanted the students to understand that the doll belonged to a boy. So, Wally had braved the storm with me, and was now hidden in a bag as a discussion starter for the book, William's Doll. I was seated in a comfortable chair and the students were on the carpet in front of me. A boy in the class who often seeks attention moved right up beside me and was watching me very intently. I asked him to feel inside the bag to predict what was hidden there. He put his hand into the bag and told the other children, "it's fuzzy, furry, feels like a person, but is not alive." The other children made predictions, "stuffed animal, reindeer (the class had recently discussed reindeer), a teddy, a coat, a doll (the last response was from a girl). He pulled Wally out of the bag and said, "it is a doll." I asked the students, "who do you think this doll belongs to?" The responses were interesting. A girl stated, "your girl or boy, grandchildren, or your mother when she was young." The boy who was helping me asked with a questioning note in his voice, "a football player?" I explained that the doll belonged to my son, and showed students the photos of him. As well, I showed the students another of my son's favorite outfits for his doll, a baseball outfit. Two boys responded, "cool." When I asked who had a doll, only the girls raised their hands. I then read the book William's Doll. I wanted to make sure the students understood the content, and the fact that the boy wanted a doll and when he asked for one, other boys called him a sissy, his father questioned his choice and bought him a basketball and a train set both of which William enjoyed, but he still wanted a doll. I also wanted them to understand that the boy's grandmother had interceded to make sure he had a doll so that he could learn how to be a daddy someday. I explained that it's important that everyone learn how to take care of children. We talked about how some people believe that there are "girls' toys" and "boys' toys." I also tried to explain that sometimes people may tease a boy or a girl because of the toys they choose or the games they play and that teasing is not appropriate and is not fair. The responses from the children were interesting. One girl stated, "it isn't nice to call anybody a sissy." Another girl said, "it's not nice to call people names." A boy stated, "everything is for both boys and girls." When he made that comment, I noted that JoAnn often communicated this idea that all tasks and materials in the classroom are for both girls and boys when she talked about activities during social time or when she assigned a helper to take the balls stored in the classroom out at recess and to make sure that they were returned. After the lesson and the subsequent usual discussion after school with JoAnn, I wrote in my journal:
As I write the account of this research, I think about my own children and the children I have taught over the years. Did I live my beliefs about gender equity? Once again, I ask myself how much of a "brave Irene" I truly am in terms of translating my beliefs into gender equitable actions? As JoAnn does, I constantly monitor and check the living of my beliefs. I try, as JoAnn explained, to be conscious of what I say and do with children in order to create a generation that is more gender equitable than previous generations. And, as JoAnn wrote in her journal entry, I know that I don't always succeed. In subsequent lessons, JoAnn and I continued to use children's literature as a springboard for discussion of gender issues. In her journal entry written January 10, 1996, JoAnn summarized this continuation, and specifically the use of another story:
"Because he is rich!" I note wryly that economic independence for women, although an early lesson in JoAnn's childhood home, may not be an early lesson in the homes of some of the girls in this grade one class. I have included an annotated bibliography (Appendix A) with this report that outlines other literature used. However, because of space restrictions and time, I will not include more details about specific lessons, but will discuss the third theme which was a thread throughout the research, inclusionary language. Theme Three: Inclusionary Language: A Conscious, Deliberate Choice Yes, language does matter. The language we use reflects our values, beliefs and experiences. Language names, and in that naming is reflected the sense that we have made of our lives. During one of the two interviews conducted with JoAnn, we had the following discussion of her conscious use of language to foster gender equity in the classroom:
There is obvious overlap here between, and among, themes one, two and three. JoAnn's conscious use of inclusionary language is rooted in her understanding of gender as "an essential awareness" and in her use of children's literature as an integral part of all her work in the classroom with young children. As well, the fourth theme is linked with the first three themes. Theme Four: Laying the Groundwork for Future Gender Equity JoAnn's actions can be viewed as laying the groundwork for future gender equity, and for the students to live that fairness and inclusiveness. She attempts to develop this framework in three ways:
Laying the Groundwork through Children's Literature In the discussion of theme two, I outlined in some detail the use of children's literature. In this section, I will add a summary statement that shows how the use of children's literature lays the groundwork for possible future gender equity. JoAnn explains:
By listening to stories carefully selected which present girls and boys, men and women in non-stereotyped roles, and by being guided through questions and discussion to apply these stories to their lives, the students better understand that humans have the capacity to fulfill many roles and not just those traditionally defined as gender-appropriate. As well, we hope that students are more likely to respect others, value differences as well as similarities among people, and understand that harassment is wrong. Laying the Groundwork through Assignment Tasks Second, I will outline JoAnn's conscious, deliberate effort not to assign tasks by gender. JoAnn expects the children to share all the tasks, and does not view some tasks as being more appropriate for boys and some tasks as being more appropriate for girls. She explains her actions, and the reason for not assigning tasks by gender:
Laying the Groundwork through Prevention of Intimidation The concept of fairness, of living together as a family in the classroom and of being kind to each other were threads throughout the research. JoAnn modeled fair treatment in her dealings with the children in September, an issue developed which needed to be addressed. JoAnn wrote about the issue:
"Stop means stop". JoAnn's words echo as I think about a teacher's role in prevention of intimidation, and laying the groundwork for prevention of future harassment. In the literature review, the high incidence of harassment in schools and in other institutions within our society was noted by various researchers. If every parent and teacher lived, and helped students live, the idea that "stop means stop" I believe would lower the incidence of harassment. Fairness does matter; inclusiveness does matter; gender equitable assignment of tasks does matter; living others' experiences through literature and talking about those experiences must have an effect. As teachers of young children, the potential to lay the groundwork for future prevention of intimidation and harassment is definitely a possible outcome of examining, and living, gender equity in the classroom. Theme Five: Sharing the Consciousness and Spreading Actions JoAnn's understanding of gender equity as a conscious, essential experience which she then lives in her actions in the classroom influences her responses to events in the school and her interactions with other staff. Other teachers are aware of JoAnn's understanding of gender issues. Some of them share stories of classroom life that relate to gender equity with her.
Another example of the teamwork that happens in the school in terms of developing awareness of gender issues is that the teacher librarian also encourages the purchase of materials which reflect strong, positive female characters. The staff at the school JoAnn taught at work together to focus on gender issues. Summary and Another Beginning In this chapter, I have described the context of the research study and the five themes which emerged. The increased awareness, understanding and thinking prompted by the study continues for all the researchers, and we hope, for the children as well. In our last interview, JoAnn and I discussed possible long-term effects of the work on gender equity with the grade one students.
JoAnn summarized the continuing awareness of gender equity that being involved in the research study encouraged:
JoAnn and her family are presently living in England while JoAnn is on a one-year teacher exchange. I am looking forward to possible future discussions with JoAnn about her experiences there. Specifically, I am very interested in her perception of the awareness and prevalence of focusing on gender issues as an integral thread within the curriculum in her exchange school. THE
GRADE EIGHT CLASSROOM IN ACTION It's September 26, 1995, one of those warm autumn days when summer lingers and winter seems far away. As I drive along the river to the school where I will be beginning my observations in the grade eight classroom, I recall what I know about grade eight students, this particular school, and the community. The grade one classroom I observed in yesterday was a familiar environment in many ways because I have taught grade one students, my children had attended the school, and I had lived in the community. Today's classroom, school and community are unfamiliar. I have not taught grade eights so I am looking forward to the new experience of time spent with middle grade students and their teacher. I have experience with the age group as a mother (a daughter in grade eight and a son in grade ten) but not as teacher. I know that I will gain many insights from this research experience. As well, the school and community are unfamiliar. A few years ago, I was in the school in the role of supervisor of student teachers, but entering the school as a researcher is a new role for me. I had been introduced to the principal when Gillian Francis, the teacher researcher, and I met with him to seek his permission to conduct the study. The community would be considered middle, perhaps middle-upper class, in socio-economic terms. Most of the children in the school are from two parent families, and several of those families have two incomes. In general, the parents are very supportive of school and classroom initiatives. I believe the parents in this community would be quite diverse in their views of gender equity. A letter of explanation written by the researchers and approved by the principal had been sent home so parents were aware of the research project. There had been no concerns expressed or questions asked about the research by the parents. As the work progressed, Gillian received a few comments from parents who supported the gender equity unit. I arrive at the school, and go to the office to let the principal know that I am there. He walks down to the grade eight room with me, and Gillian greets me. She introduces me to the students and explains that I am there working with her on a project to better understand the topic and activities in the Social Studies unit which they have just begun. She suggests that I sit at her desk, and the corner location of the desk gives me an excellent view of the entire classroom. When I ask her if I will be in her way sitting at her desk, she assures me that she doesn't spend time sitting there. I am to learn the truth of that statement; Gillian is always moving among the students - an encouraging, monitoring, and calming influence. There are 27 students in the class, and my first impression is the huge amount of space that middle grades' students and their belongings occupy. My next impression is of adolescent motion and energy; continual shifting, moving, questioning. And, that's when the students are sitting at their desks! The students have just come inside from their lunch break and they've brought the warmth from outside into the classroom. The energy in the room is palpable. The students have just started to write a French quiz and although a few look sideways at me and one girl sitting close to Gillian's desk smiles at me, in general, they ignore me and concentrate on their work, and on the larger awareness of one another. Gillian and I chat briefly, and then she continues moving among the students, clarifying questions as needed. The French class immediately precedes the Social Studies period, and it is the teaching of Social Studies, and particularly the unit on roles, that Gillian and I wish to use as the basis of the research focus. Gillian and I have just recently met. When I was making plans for the research project, I spoke with several teachers I knew in the Saskatoon Public System and asked if they knew of a middle grades teacher who might be interested in being a teacher research in a project on gender equity. Gillian was recommended as a teacher who had developed a Social Studies unit for grade eights on roles which included gender equity and who might be interested in the research project. I contacted her at school and subsequently met with her to discuss the proposed project. She was interested and now we were beginning our work as collaborative teachers. The Emergent Themes As noted earlier in this report, specifically in The Grade One Classroom Story, themes emerge from the data when a qualitative perspective is used in research. Themes are main ideas that reoccur in the data, and the role of the researchers is to identify and interpret those themes within the context of the research situation. To review, the purpose of this research study was to examine and describe how two classroom teachers made sense of gender equity in their classrooms. Data was collected using observation, journal-writing, interviews and conversations. As the data collection and analysis proceeded, themes began to emerge. These themes were usually reflected in words spoken and ideas used which were repeated or restated as the research process continued. Six themes emerged from the collaborative research from the data collected in Gillian Francis's grade eight classroom:
I will now outline and interpret each of these themes and use supporting data as examples. Theme One: Negotiating Curriculum and Inclusion of Gender Issues Gillian's adaptation of the Social Studies unit on roles resulted from negotiating curriculum within the context of the situation; the interrelationships among the stated required learnings in the provincial curriculum, the teacher's knowledge and beliefs, and the students' maturity levels and contributions. Gillian explains how she translated the requirements of the provincial curriculum to the context of the classroom:
The translated curriculum is then negotiated with the students in terms of the activities that will fulfill the provincial requirements:
The negotiated curriculum encourages the inclusion of issues, including gender issues, which are rooted in students' experiences. The negotiated curriculum also means listening to, and thinking about, students' responses so that adaptations are made in the teaching of the unit plan. The following example shows how Gillian tries to ground the curriculum in the students' experiences and then uses their responses to determine what needs to be done. Gillian chose to give the students concrete activities, ones that were rooted in their day-to-day experiences to begin to increase their awareness of gender equity. On October 4, 1995, as part of the unit focusing on the role of the student, Gillian asked that students identify who develops expectations for them and to discuss whether there are different expectations for females and males. The class brainstormed lists of ideas of who and what affects the role of the student, and the ideas were left on the board for students to pick the topics they liked best. As well, the could add to the list. The students then wrote lists of expectations for girls, for boys, and for both. Gillian describes the results:
Based on the students' lists which showed greater expectations for girls than for boys, Gillian decided to have a discussion to talk about reasons for these greater expectations. Gillian used the students' responses to determine what needed to be done next (the discussion of the lists in this case), and then adapted the unit plan and negotiated the curriculum in order to ground the students' experiences in the negotiated curriculum. Details of assignments and evaluation of those assignments were also negotiated within the guidelines set by the provincial curriculum. Gillian explains the process, "the students have developed the criteria with me and our major emphasis has always been that they must show awareness of the gender equity concepts that we are studying" (Teacher Researcher's Journal, November 21, 1995). It was fascinating for me to watch this negotiation of the assignment and evaluation in action. Gillian would set the parameters of the assignment and the evaluation, and then the students would fill in the details. For example, on November 21, 1995, I noted in my Researcher Observation Notes that Gillian set the guidelines by stating that students were to conduct a minimum of three interviews to better understand how gender equity was and is lived. The interviews were to be with three people with the following characteristics: one interview with a parent or person of the student's parent's age group; a second interview with a student close to their own age; and, a third self-interview on the student's thoughts about the future. As well, a fourth interview with a grandparent or person of the student's grandparent's age group was optional. After the interviews had been conducted, the students were to write a compare and contrast essay describing changes in gender equity over the years and possible changes in the future. After Gillian had set the parameters for the assignment, the students filled in the details of the assignment with her by outlining possible issues which they might use as a basis for the interviews: clothing, treatment in schools, incidents of unfair treatment, sexist incidents, discipline at school and home, employment opportunities, representation in sports, and so on. The next step was to negotiate the value of each aspect of the assignment. Gillian said that the total value would be 30 points and reminded the students that she has the final say in mark distribution, but was now interested in hearing how they thought the parts should be weighed. The students decided that the interviews should be worth 10 marks (5 for items dealing with gender equity, and 5 for the format and clarity of the questions); 10 marks for comparing and contrasting across time; and, 10 marks for quality, presentation, and writing mechanics like spelling and grammar. Mark distribution decided, they negotiated a reasonable date for the assignment to be due. When one boy attempted to take over the process, Gillian informed him, "you are not the teacher. Look after your own responsibility and behavior" (University Researcher Observation Notes, November 21, 1995). The negotiating of curriculum within guidelines and parameters is a key aspect of working with middle grades' students, and, particularly on issues such as gender where activities must be concrete and rooted in the students' experiences. Who better to help teachers make activities concrete and appropriate then the students themselves who live gendered experiences? Them Two: Inclusionary Language and Fairness of Activities The second theme of inclusionary language and fairness of activities was a central idea throughout the research. I have included these two patterns together as one theme because in the grade eight classroom inclusionary language and fairness of activities seemed interrelated and one further developed the other. Inclusionary language and fairness of activities were modeled by Gillian both in the content of the lessons and in her actions in the classroom. As the unit proceeded, the students began to incorporate these ideas and to use, comment upon, and sometimes demand, inclusionary language and fairness of activities. The lesson from the Social Studies unit that seemed to be the first definite focus for inclusionary language and fairness of activities and which seemed to "jump start" the students' awareness was "The Story of Pat" (Gender Equity: Framework for Planning, 1991, p. 73). The lessons that Gillian developed or adapted for use are included later in this report so what appears here is a summary. Gillian had introduced the "Story of Pat" discussion by giving the students a handout which listed Pat's characteristics: good athlete and student, flute player, babysitter, enjoys repairing bikes and doing carpentry projects, and so on. Before Gillian had even completed the description, one boy said, "Pat's a girl?" and then, as the description continued, "is this a girl or boy?" (University Researcher's Observation Notes, September 26, 1995.) Gillian repeated that the story was about "Pat." This male student's need to know whether Pat was a girl or a boy reflects the genderedness of society. We are used to knowing whether someone is male or female, and we use that information as a way of responding to and of framing the world and our responses. The student then wrote descriptive paragraphs about the person named Pat. Some of the stories were read aloud. Gillian explains what happened:
As I read Gillian's journal entry and reread my observation notes and journal entry from my first classroom visit when "The Story of Pat" was introduced, I remembered that this lesson was the initial one that focused specifically on gender. The students' responses reflected their level of awareness when the unit started, and is in great contrast to the level of awareness at the end of the unit. To continue "The Story of Pat" lesson, Gillian then had the students explain why they had chosen to write about Pat as a girl or Pat as a boy. Their responses were interesting, some knew or had heard of a person named Pat so that person's gender influenced their choice, two girls said that the seriousness and the good grades influenced their choice of Pat as a girl, and two boys said that a recent movie that had a character cross gender lines had influenced their description. Gillian describes how she dealt with these responses in the next lesson using discussion questions and reminding students of the "ground rules." These ground rules included talking about issues and ideas in general terms, and not identifying, labeling, or criticizing the actions of individuals, speaking only when it is their turn in the round, and listening to the ideas of others without put-downs. She explains the students' responses:
Gillian's response to these comments are of particular interest to this research topic of examining how teachers translate gender equity into practice in the classroom. She did not judge or evaluate students' comments. Instead, after the students shared their ideas, she responded this way:
Gillian's interpretation of this silence reflects her understanding of students this age and their questioning of, and searching for, individuality as well as membership within the group, and of their previous experiences which may not have included gender awareness, "I wasn't sure if my comment had led them to be confused or if the concept of deciding how we react to gender problematic issues as being important to control was something they had never thought of before" (Teacher Researcher's Journal, September 27, 1995). As well, this silence suggested to Gillian that the students "needed more concrete activities to ground them before further discussion" (Teacher Researcher's Journal, September 27, 1995). As well as focus in the Social Studies class on inclusive language and fairness of activities, Gillian understands the importance of modeling on an ongoing basis and of careful observation of the students' responses to this modeling. The following entries reflect her use of modeling and observation:
Gillian and I discussed whether girls and boys are equally aware of inclusionary language and fairness of activities. In the interview (January 25, 1996) she noted that the girls are more aware of inclusionary language. On the other hand, the boys "are very aware of fairness in activities, the choice of activities, and if the boys are asked to do something, then the girls should be asked as well." The language and concepts used by the teacher and in the classroom also began to be used outside the classroom. "On the playground, I found it interesting to hear boys yelling, 'not fair, I demand gender equity.' They did not say male rights, they used the term gender equity" (Teacher Researcher's Journal, October 2, 1995). Gillian and the students monitored each other's use of language and fairness of activities. In November, the students' awareness had increased to the point where they did not laugh as much when an activity or job that in the past may have been considered to be more appropriate for one gender was mentioned or discussed. As well, they were correcting Gillian's occasional use of language that wasn't gender-inclusive or the gendered assignment of tasks by other staff.
A strong characteristic of middle years students is that they require adults to "walk what they talk", to live the concepts that we, as adults, espouse. The discussion of the remaining four themes, all of which are interrelated to the first two themes and to each other, will show how Gillian "walks what she talks." Theme Three: Situational Humor - "Feeling Safe" and Naming the Issue Gillian used humor that was appropriate within the situation and was not preplanned or artificial. She believes that humor is a motivator for learning, for creating rapport and helps to develop an accepting and safe environment. She explains her use of humor:
She also uses humor as a way of diffusing potential aggression and defiance:
As outlined earlier, one of Gillian's ground rules was that issues and actions, not people, were named. Naming the issue or action is important because it increases the individual student's safety. No one is going to degrade or devalue an individual; however, the issue or action itself will be debated. As well, the students were required to support their statements. Examples of Gillian requiring that students talk about issues and actions, not individuals, and that they support their statements, occurred throughout the lessons. For example, during the discussion of "The Story of Pat" one girl stated, "boys are immature", and then started to name a boy in the classroom. Gillian stopped her, and reminded her to talk about issues and actions, not individuals, and to support her statement. The student reworded the statement and said that girls tend to be more serious students. By consistently living the ground rules, Gillian showed that the classroom would be a safe environment in which students could speak about issues and actions without identifying individuals, and without themselves being identified by others. As well, Gillian retained the power of veto when comments became too pointed and not appropriate. For example, during that same lesson, one of the boys muttered a comment that I couldn't hear, but that Gillian obviously heard. She said, "enough", and no more was said. Gillian's ability to use humor that was not sarcastic, did not hurt and was situation-appropriate modeled by a way of being with others that students could emulate and use as a way of discussing sensitive issues without fear of being personally ridiculed. In Gillian's words, "the students are just safer. They feel safer to say anything. They no longer have to fight; they can laugh with me." Later in the interview, she notes, " the only way to feel safe is to talk about ideas, instead of to talk about individual examples or transgressions because when we talk about ideas, we no longer point blame." And, not pointing or receiving blame is essential for feeling safe in the classroom. This is particularly important with middle grades' students, "especially with these middle years students, if you point blame, they will shut up. They will not say anything. They won't try to experiment with new ideas, and they won't try to learn" (Interview, November 22 ,1995). As well as feeling safe while naming the issue, discussion of sensitive issues and actions without assigning blame or responsibility to specific individuals helps students understand that there are multiple perspectives and different ways of viewing their worlds. Theme Four: Multiple Perspectives - Viewing their Worlds Gillian's intent in the teaching of the Social Studies unit on roles is summarized in the following statement, "I am trying to teach them how to view their worlds from more than one perspective, from more than one role, and to identify the stereotypes that exist so that we can avoid having to live those stereotypes" (Interview, November 22, 1996). All of the work that Gillian does in the unit encourages students to think about the possibilities. Thinking about the possibilities and questioning the stereotypes takes time. Gillian explains:
As the classroom observer, I certainly noted the tendency for students to automatically laugh at ideas that did not reflect their existing views of gender. During the first lesson, "The Story of Pat" laughter and giggling was almost constant as students read their descriptions of Pat. Gillian's words and directions set the tone for the reduction of laughter at the ideas of others in future lessons, and encouraged students to seriously consider other ideas and viewpoints, "listen to others. Okay, something was amusing, you've shared it, now let's continue. You are interrupting my class" (University Researcher's Observation Notes, September 26, 1995). Gillian is firm and the students know there will be no comprising of the ground rules and standards set in the class. As the lessons continued, more serious consideration of different ideas became obvious. In my observation notes dated November 21, 1995, as the class brainstormed topics for interview questions, there were no incidents of ridicule of the ideas of others. While outlining multiple perspectives and encouraging thought about different ways of viewing the world, Gillian also helps students remember that it is difficult to fight stereotypes.
As the Social Studies unit continued, students became much more aware that there are multiple ways to view issues, and that the views of others deserve to be heard and not rejected outright or ridiculed because they differ from their own views. Specifically, stereotypes about gender need to be examined, and multiple perspectives considered. Helping students develop the awareness of multiple perspectives requires deliberate, conscious action, and it is the laying of the groundwork for that action that constitutes Theme Five. Theme Five: Laying the Groundwork - Deliberate, Conscious Action The strongest thread in Gillian's teacher researcher journal entries is the consciousness of her teaching and actions. The classroom climate is the larger context or overlay, but within that her use of consciousness is key. A similar thread was found in JoAnn Bergsma's teaching in the grade one classroom. The consciousness of experience, choice and action was key component in three of the themes identified in the Grade One Classroom in Action. In a similar way, deliberate, conscious action highlighted in Theme Five in this Grade Eight Classroom in Action report is a thread throughout the other themes. Gillian's conscious action is rooted in teacher knowledge and the beliefs and values that she brings to the classroom. This conscious action also develops in an interactive way with the students as curriculum is negotiated. Consciousness is lived by Gillian through her constant modeling of acceptance of multiple perspectives and her living of the ground rules of naming the action or issue, not naming the individual. Some of the students then began to "try on" this consciousness and asked for, even demanded, gender equity through the use of inclusionary language and fairness of activities. Gillian carefully observed for the students' increasing consciousness and recognized this through praise for the ideas. As well, she recognized when statements were boastful or defiant and dealt with those statements in a matter-of-fact way, sometimes incorporating situational humor which seemed to diffuse the defiance. Gillian notes that the effort to be gender equitable is "conscious and sometimes taxing" in terms of alternating tasks among the girls and boys (Teacher Researcher's Journal, September 20, 1995). She also has to consciously ask, sometimes almost demand, that the boys participate in discussion. "I had to ask for boys to answer....typically, I get more responses from the girls in this particular class, and we have more girls than boys in this class" (Teacher Researcher's Journal, October 3, 1995). In an entry written on October 24, 1995, she wrote:
In an entry written a week later, she notes that "I purposely work on conscious recognition of my choices around questions, messengers, examples used, etc." She then writes, "it's a question of self-discipline that grows more and more instinctual with time" (Teacher Researcher's Journal, October 10, 1995). This last statement is very important in terms of teacher consciousness, modeling gender equity takes tremendous self-discipline because teachers must continually monitor their actions. This deliberate, conscious action lays the groundwork for future gender equity. Helping students become more aware of gender stereotypes and encouraging careful thought and the necessity of focusing on the issue and not the individual has the potential to make our lives more gender equitable and to reduce gender harassment. Gillian stated that she believes having students examine their own views and learning to value multiple perspectives in terms of gender issues is vitally important in this particular setting.
This focus on consciously laying the groundwork for equity may be particularly important for student who have not experienced many hardships in their lives. I noted in my research notes written after the Interview on November 22, 1995, that in my own work in various classrooms and from reading the literature, that children who have had many opportunities and little hardship may be less aware of diversity and of multiple perspectives than students who have experienced diversity and hardship in their own lives. As a result, there may be more of a tendency among the former group than among the latter group to be intolerant of the views of others and to actually intimidate or persecute others whose views or lifestyles are different from their own. Hopefully, Gillian's deliberate, conscious action which models thinking before speaking, naming the issue rather than the individual, and listening to and considering multiple perspectives will have a lasting effect on these students. Certainly, there was much growth in the students' views and actions from the beginning to the end of this unit. Whether there are long-term results that may increase understanding among girls and boys, men and women, and reduce harassment, it is difficult for teachers to know. However, Gillian remains hopeful while still being realistic as she talks about the possibilities of lasting influence on students:
Theme Six: Championing Gender Equity "You get swept up in the movements that you champion", Gillian states as we talk together during our last interview on January 25, 1996. She explains how gender equity has become a stream in her life:
As Gillian has developed the Social Studies unit over the last three years of teaching in this school, it is not only the students that have been watching and benefitting from her work on gender equity. She has become perceived as being knowledgeable about, and interested in, gender equity. While this is "wonderful and enjoyable" according to Gillian, it is also very time consuming. She has experienced what all those who do in-depth work on an issue learn; when you stand up for an idea, you are expected to champion the cause. And sometimes, an individual who champions a cause can feel alone in the struggle. Gillian reflects on the experience of being identified and then, counted upon to champion a cause.
She also notes that she has been asked to be on committees and to do workshops on gender equity. This has happened fairly quickly in Gillian's career.
As I write this report, I think how much our children, our schools, and our communities need the dedication and energy of teachers like Gillian. Teachers who are willing to champion a cause, and to "walk what they talk." Summary and Another Beginning In this chapter of the report, I have described the context of the research study and the six themes which emerged in the grade eight classroom. The increased awareness, understanding, and thinking prompted by the study continues for the researchers, and we hope for the students as well. In a recent message from Gillian, she speaks with enthusiasm about her "new" grade eight class. I wonder how she will teach the Social Studies unit on roles this term, what activities she will add or change, and how the students will respond. I think of the students who were in Gillian's class last year, now in grade nine which means first year of high school in Saskatchewan. I try to imagine them in the halls and classrooms of the high schools they are attending, and ask myself how gender is being lived now, for them. Do they think about the gender issues they discussed last year in Gillian's class before they speak and act? How much influence do we have as parents and teachers, and how much more needs to be done to make equity a lived experience? How can we best champion the cause of gender equity? In this section, I will relate the themes which emerged from the research in the classrooms with the gender equity issues identified in the literature. First, I will restate the themes from the classrooms. Five themes emerged from the work in the grade one classroom:
Six themes emerged from the work in the grade eight classroom:
The central thread which emerged in both classrooms was the teachers' role in promoting gender equity. Both JoAnn and Gillian worked consciously and with determination to include gender issues, develop a non-sexist curriculum and use gender equitable materials. Through discussion of children's literature in the grade one classroom and the unit on gender roles and stereotypes in the grade eight classroom, both teachers helped students identify where sexism exists, and provided activities in which students were encouraged to explore alternatives. The key role of teachers in promoting gender equity was noted by several authors in the literature review (Novogrodsky & Wells, 1992; Olivares & Rosenthal, 1992; Wilgosh, 1994). As a result of JoAnn and Gillian's conscious work, gender equity became a conscious, essential experience lived by teachers and students in these two classrooms. Bailey (1993) emphasized the importance of teachers exploring their own personal understanding of gender in order to implement gender equitable curricula and materials in the classroom. Both JoAnn and Gillian articulated their beliefs toward gender equity and their lived experiences were filters through which they continually monitored their own actions. As JoAnn stated when I asked her reasons for not assigning tasks by gender. "I think my life is behind all of that" (Interview, January 23, 1996). For both JoAnn and Gillian, their examined life experiences were the foundation for their actions in the classroom. Both teachers modeled and monitored in a conscious way their use of inclusionary language. As well, they guided the students to use inclusionary language. As Gillian stated, "I find that day to day gender equity teaching comes from modeling behavior" (Teacher Researcher's Journal, September 20, 1995). Wilgosh (1994) stated the importance of being scrupulous about using inclusionary language in the classroom. As well as understanding their own genderedness, and consciously using inclusionary language, both Gillian and JoAnn selected materials that would portray women in positive ways. JoAnn selected children's literature in which the female protagonists were active, brave, and independent. The books used in her classroom contained positive role models for both girls and boys. Several authors emphasized the importance of books as a socializing influence and how books show children possibilities for their own lives (Bailey, 1993; Doughert & Engel, 1987; Lucidi, 1994; Rebell & Murdaugh, 1992; Weitzam, 1979). Gillian used a negotiated curriculum to discuss gender roles and stereotypes. The traditional social studies textbook was not used during this unit. Instead, she located materials on gender equity from various sources. Locating gender equitable materials and developing a non-sexist curriculum definitely requires more teacher time because there is no one textbook or package of materials that can be used in the classroom. By spending this time to locate and preview such materials and to develop a non-sexist curriculum, both JoAnn and Gillian were reducing the chances that "children, especially boys, feel that sex discrimination is a natural process that everybody follows" (Lucidi, 1994). In terms of classroom interactions, both Gillian and JoAnn noted that they make a conscious effort to alternate activities and that all activities are deemed appropriate for all students. The intent of this research study was not to document time spent with boys and girls; however, based on my observations, these classrooms did not consist of two worlds; one of boys in action, the other of girls' in action (Lucidi, 1994). The influence of media on students' perceptions of gender has been well documented in the literature (Faludi, 1991; Goldberg, 1974; Lucidi, 1994; Sadker & Sadker, 1994; Wilgosh, 1994). This research did not specifically examine the media and gender. However, the influence of media was part of the grade eight unit. Gillian included several activities that focused on the role of media and identity. Unfortunately, I was unable to observe in the classroom on those days. A description of the activities she used are included in her unit activities (Appendix B). The last common thread in the two classrooms is the importance of laying the groundwork for future gender equity, both through the work with students and the work outside the classroom. JoAnn and Gillian became spokespeople for gender equity; they became involved in conversations, presentations, and committee work in addition to their classroom work. They championed the cause, shared the consciousness, and spread the action. Through their translation of gender equity in their classrooms, their schools, and their communities, they have, and will, make a difference. And, perhaps, most importantly, their work provides models for possibilities for others to also champion the cause and make a difference. I will outline four recommendations from this research. The first recommendation is that the Gender Equity Policy and Guidelines for Implementation (1991) needs to be implemented in all Saskatchewan schools as soon as possible. In order to implement the policy (or any policy), the stakeholders need to be committed. I believe that if the stakeholders could understand that actively working toward gender equity would encourage success for all students and teachers and would reduce the incidence of harassment and violence, perhaps then they would be committed to implementing the policy. Several schools are looking at zero tolerance of violence/ the best way to live zero tolerance for violence is to teach respect for diversity, and gender equity is integral in that respect for diversity. However, working toward gender equity in schools is not a "quick fix", it is hard work over the long term. The second recommendation is the importance of conducting inservice with teachers. It is interesting to note that there has been little, if any, of the usual inservice that accompanies the introduction of a provincial educational policy. I believe that lack of inservice speaks volumes. What needs to be done is that teachers in every classroom in each school throughout the province need to receive specific information about gender equity. First, they must understand the need for consciously and deliberately working towards gender equity. Second, they need information and support as they work to make their own classrooms more gender equitable. The best people to conduct that inservice are teachers; teachers like Gillian and JoAnn who have developed units and activities which have worked in their classrooms and which can then serve as possible models for other teachers. The third recommendation is that gender equity issues must be addressed in preservice teacher education. Including gender equity as a strand in classes must become lived in the Saskatchewan Colleges of Education as well as in the schools. An in-depth study needs to be conducted in each of the teacher training institutions to determine if indeed gender equity is being addressed in preservice education. That study should include interviews with students so that qualitative data about the information being taught by professors rather than just a simple indication that the topic was mentioned could be collected and analyzed. The fourth recommendation is that more research needs to be done in Canadian schools and, specifically, in Saskatchewan schools. Perhaps a provincial initiative for such research could be encouraged through the Saskatchewan Teachers' Federation. Studies need to be done at all grade levels. Particularly, an in-depth study needs to be done in one or more high school classrooms in Saskatchewan so that there is documentation concerning how teachers are living gender equity in high school classrooms. Teachers in rural areas, as well as teachers in various communities in urban settings, need to be involved in this type of research because gender may well be constructed and lived differently in schools depending on their communities. I would like to now close with the teachers' words about the difference they hope to have made in the lives of their students. JoAnn's words, "I hope that at some point they've had or will be able to recall experiences in this grade one classroom that will have an effect on how they feel about themselves as males and females" (Interview, May 27, 1996). Gillian's words, "I don't know if this (the Social Studies unit) will make huge differences in their ways of doing things....I can't change the world, but I'd be happy if I could affect a few things"(Interview, November 22, 1995). How best can we champion the cause of gender equity? Living gender equity in the classroom seems a good start.
APPENDIX
A Annotated Reference List Raschka, C.,
(1993). Yo! Yes?. New York: Orchard Books. Steig, W., (1986).
Brave Irene. Toronto: Collins. Zolotow, C.,
(1972). William's Doll. New York: Harper & Row. APPENDIX
B Gender Equity Activities Gender Equity for the Middle Years This unit was originally created to supplement the Grade 8 Social Studies Unit: but the unit can be integrated into many subject areas. As that should be adapted to fit individual teachers needs.
The Story
of Pat
X by Lois Gould - Illustrated by Jacqueline Chwast
Once upon a time, a baby named X was born. It was named X so that nobody could tell whether it was a boy or a girl. Its parents could tell of course, but they couldn't tell anybody else. They couldn't even tell baby X - at least not until much, much later. You see, it was all part of a very important Secret Scientific Xperiment, known officially as Project Baby X. This Xperiment was going to cost Xactly 23 billion dollars and 72 cents. Which might seem like a lot for one baby, even if it was an important Secret Scientific Xperimental Baby. But when you remember the cost of strained carrots, stuffed bunnies, booster shots, 28 shiny quarters from the tooth fairy---you begin to see how it adds up. Long before baby X was born, the smartest scientists had to work out the secret details of the Xperiment, and to write the Official Instruction Manual in secret code for baby X's parents, whoever they were. These parents had to be selected very carefully. Thousands of people volunteered to take thousands of tests, with thousands of tricky questions. Almost everybody failed because it turned out almost everybody wanted a boy or a girl, and not a baby X at all. Also, almost everybody thought a baby X would be more trouble than a boy or a girl. (They were right too). There were families with grandparents named Milton and Agatha, who wanted the baby named Milton or Agatha instead of X even if it was an X. There were aunts who wanted to knit tiny dresses and uncles who wanted to send tiny baseball mitts. Worst of all, there were families with other children who couldn't be trusted to keep a secret. Not if they knew the secret was worth 23 billion dollars and 72 cents--and all you had to do was take one little peek at baby X in the bathtub to know what it was. Finally, the scientists found the Joneses, who really wanted to raise an X more than any other kind of baby--no matter how much trouble it was. The Joneses promised to take turns holding X, feeding X, and singing X to sleep. And they promised never to hire any babysitters. The scientists knew that a babysitter would probably peek at X in the bathtub too. The day the Joneses brought their baby home, lots of friends and relative came to see it. And the first thing they asked was what kind of baby X was. When the Joneses said, "It's an X!" nobody knew what to say. They couldn't say, "Look at her cute little dimples!" On the other hand, they couldn't say, "Look at his husky little biceps!" And they didn't feel right about saying just plain "kitchy-coo." The relatives all felt embarrassed about having an X in the family. "People will think there's something wrong with it!" they whispered. "Nonsense!" the Joneses said cheerfully. "What could possibly be wrong with this perfectly adorable X?" Clearly, nothing at all was wrong. Nevertheless, the cousins who had sent a tiny football helmet would not come and visit any more. And the neighbors who sent a pink, flowered romper suit pulled their shades down when the Joneses passed their house. The Official Instruction Manual had warned the new parents that this would happen, so they didn't fret about it. Besides, they were too busy learning how to bring up baby X. Ms. and Mr. Jones had to be Xtra careful. If they kept bouncing it up in the air and saying how strong and active it was, they'd be treating it more like a boy than an X. But if all they did was cuddle it and kiss it and tell it how sweet and dainty it was, they'd be treating it more like a girl than an X. On page 1654 of the Official Instruction Manual, the scientists prescribed, "plenty of bouncing and plenty of cuddling, both. X ought to be strong and sweet and active. Forget about dainty altogether. There were other problems too. Toys, for instance. And clothes. On his first shopping trip, Mr. Jones told the store clerk, "I need some things for a new baby." The clerk smiled and said, "Well, now is it a boy or a girl?" "It's an X," Mr. Jones said smiling back. But the clerk got all red in the face and said huffily, "In that case, I'm afraid I can't help you sir." Mr. Jones wandered the aisles trying to find what X needed. But everything was in sections marked BOYS or GIRLS: "Boys' Pajamas" and "Girls Underwear" and "Boys' Fire Engines" and "Girls Housekeeping Sets." Mr. Jones went home without buying anything for X. That night he and Ms. Jones consulted page 2326 of the Official Instruction Manual. It said firmly, "Buy plenty of everything!" So they bought a storybook about a brave princess who rescued a handsome prince from his tower, and another one about a sister and brother who grew up to be a baseball star and a ballet star, and you had to guess which. The head scientists of Project Baby X checked all their purchases and told them to keep up the good work. They also reminded the Joneses to see page 4629 of the Manual where it said, "Never make baby X feel embarrassed or ashamed about what it wants to play with. And if X gets dirty climbing rocks, never say, "Nice little X's don't get dirty climbing rocks." Likewise it said, "If X falls down and cries, never say, Brave little X's don't cry. Because of course most little X's do get dirty, and brave little X's do cry. No matter how dirty X gets or how hard it cries, don't worry, it's a port of the Xperiment." Whenever the Joneses pushed baby X's stroller in the park, smiling strangers would come over and coo, "Is that a boy or a girl?" The Joneses would smile back and say, "It's an X."the strangers would stop smiling then and often snarl something nasty--as if the Joneses had said something nasty to them. Once a little girl grabbed X's shovel in the sandbox and zonked X on the head with it. "Now, now, Tracy," the mother began to scold, "little girls mustn't hit little--" and she turned to ask X, "Are you a little boy or a little girl, dear?" Mr. Jones who was sitting near the sandbox, held his breath and crossed his fingers. X smiled politely, even though X's head had never been zonked so hard in its life, "I'm a little X," said X. "You're a what?" the lady exclaimed angrily, "You're a little brat you mean!" "But little girls mustn't hit little X's either!" said X, retrieving the shovel with another polite smile. "What good's hitting, anyway?" X's father finally X-haled, uncrossed his fingers and grinned. And at their next secret Project Baby X meeting, the scientists grinned, too. Baby X was doing fine. But then it was time for X to start school. The Joneses were really worried about this because school was even more full of rules for boys and girls, and there were no rules for X's. Teachers would tell boys to from a line, and girls to form another line. There would be boys' games and girls' games and boys' secrets and girls' secrets. The school library would have a list of recommended books for girls, and a different list for boys. There would even be a bathroom marked BOYS and another one marked GIRLS. Pretty soon boys and girls would hardly talk to each other. What would happen to poor little X? The Joneses spent weeks consulting their Instruction Manual. There were 249 and one-half pages of advice under "First Day of School." Then they were all summoned to an urgent Xtra Special Conference with the smart scientists of Project Baby X. The scientists had to make sure that X's mother had taught X how to throw and catch a ball properly, and that X's father had been sure to teach X what to serve at a doll's tea party. X had to know how to shoot marbles and jump rope and, most of all, what to say when the other children asked whether X was a boy or a girl. Finally, X was ready. X's teacher had promised that the class could line up alphabetically, instead of forming separate lines for boys and girls. And X had permission to use the principal's bathroom because it wasn't marked anything except BATHROOM. But nobody could help X with the biggest problem of all--other children. Nobody in X's class had ever known an X. Nobody had even heard grown-ups say, "Some of my best friends are X's." What would other children think? Would they make Xist jokes? Or would they make friends? You couldn't tell what X was by its clothes. Overalls don't even button right to left, like girls' clothes, or left to right, like boys' clothes. And did X have a girl's short hair cut or a boy's long hair cut? As for the games X liked, either X played ball very well for a girl, or else played house very well for a boy. The children tried to find out by asking X tricky questions, like, "Who's your favorite sports star?" X had two favorite sports stars; a girl jockey named Robyn Smith and a boy archery champion named Robin Hood. Then they asked, "What's your favorite TV show?" and X said, "Lassie," which stars a girl dog played by a boy dog. When X said its favorite toy was a doll, everyone decided that X must be a girl. But then X said the doll was really a robot, and that X had computerized it, and that it was programmed to bake fudge and then clean up the kitchen. After X told them that, they gave up guessing what X was. All they knew was they'd sure like to see X's doll. After school, X wanted to play with the other children. "How about shooting baskets in the gym?" X asked the girls. But all they did was make faces and giggle behind X's back. "Boy is he weird," whispered Jim to Joe. "How about weaving some baskets in the arts and crafts room?" X asked the boys. But they all made faces and giggled behind X's back too. "Boy is she weird," whispered Susie to Peggy. That night, Ms. and Mr. Jones asked X how things had gone at school. X tried to smile but there were two big tears in its eyes. "The lessons are okay," X began, "but......" "But?" said Ms. Jones. "The other children hate me." X whispered. "Hate you?" said Mr. Jones. X nodded, which made the two big tears roll down and splash on its overalls. Once more, the Joneses reached for their Instruction Manual. Under "other children" it said, "What did you Xpect? Other children have to obey silly boy-girl rules, because their parents taught them to. Lucky X - you don't have rules at all! All you have to do is be yourself. "P.S. We're not saying it'll be easy." X liked being itself. But X cried a lot that night. So X's father held X tight and cried a little, too. X's mother cheered them up with an Xciting story about an enchanted prince called Sleeping Handsome, who woke up when Princess Charming kissed him. The next morning, they all felt much better, and little X went back to school with a brave smile and a clean pair of red and white checked overalls. There was a seven-letter word spelling bee in class that day. And a seven-lap boys' relay race in the gym. And a seven-layer cake baking contest in the girls' kitchen corner. X won the spelling bee. X also won the relay race. And X almost won the baking contest, Xcept it forgot to light the oven (remember nobody's perfect). One of the other children noticed something else, too. He said, "X doesn't care about winning, X just thinks it's fun playing boys' stuff and girls' stuff." "Come to think of it," said another one of the other children, "X is having twice as much fun as we are!" After school that day, the girl who beat X in the baking contest gave X a big slice of her winning cake. And the boy X beat in the relay race asked X to race him home. From then on, some really funny things began to happen. Susie, who sat next to X refused to wear pink dresses to school anymore. She wanted red and white checked overalls, just like X's. Overalls, she told her parents were better for climbing monkey bars. Then Jim, the class football nut, started wheeling his little sister's doll carriage around the football field. He'd put on his entire football uniform, except for the helmet. Then he'd put the helmet in the carriage, lovingly tucked under an old set of shoulder pads. Then he'd jog around the field, pushing the carriage and singing "Rockabye Baby" to his helmet. He said X did the same thing, so it must be okay. After all, X was now the team's star quarterback. Susie's parents were horrified by her behavior, and Jim's parents were worried sick about his. But the worst came when the twins, Joe and Peggy, decided to share everything with each other. Peggy used Joe's hockey skates, and his microscope and took half his newspaper route. Joe used Peggy's needlepoint kit, and her cookbooks, and took two of her three baby-sitting jobs. Peggy ran the lawn mower, and Joe ran the vacuum cleaner. Their parents weren't one bit pleased with Peggy's science experiments, or with Joe's terrific needlepoint pillows. They didn't care that Peggy mowed the lawn better, and that Joe vacuumed the carpet better. In fact, they were furious. X doesn't know what it is or what it's supposed to be! So X wants to mix everybody else up too! Peggy and Joe were forbidden to play with X any more. So was Susie, and then Jim, and then all the other children. But it was too late, the other children stayed mixed-up and happy and free, and refused to go back to the way they'd been before X. Finally, the parents held an emergency meeting to discuss "the X problem". They sent a report to the principal stating that X was a "bad influence" and demanding immediate action. The Joneses, the said, should be forced to tell whether X was a boy or a girl. And X should be forced to behave like whichever it was. If the Joneses refused to tell, the parents said, then X must take an Xamination. An Impartial Team of Xperts would Xtract the secret. Then X would start obeying all the old rules. Or else. And if X turned out to be some kind of mixed up misfit, then X must be Xpelled from school, immediately! So that no little X's would ever come to school again. The principal was very upset. X, a bad influence? A mixed up misfit? But X was an Xcellent student! X set a fine Xample! X was Xtraordinary! X was president of the student council. X had won first prize in the art show, honorable mention in the science fair, and six events on field day, including the potato race. Nevertheless, insisted the parents, X is a Problem Child. X is the biggest problem child we have every seen! So the principal reluctantly notified X's parents and the Joneses reported this to the Project X scientists, who referred them to page 85769 of the Instruction Manual. "Sooner or later," it said, "X will have to be Xamined by an Impartial Team of Xperts." "This may be the only way any of us will know for sure whether X is mixed up--or everyone else is." At Xactly 9 o'clock the next day, X reported to the school health office. The principal, along with a committee from the Parents Association, X's teacher, X's classmates, and Ms. and Mr. Jones waited in the hall outside. Inside the Xperts had set up their famous testing machine, the Super psychiamedicosocioculturometer. Nobody knew Xactly how the machine worked, but everybody knew that this examination would reveal Xactly what everyone wanted to know about X, but were afraid to ask. It was terribly quiet in the hall. Almost spooky. They could hear very strange noises from the room. There were buzzes. And a beep or two. And several bells. An occasional light flashed under the door. Was it an X ray? Through it all, you could hear the Xperts voices, asking questions, and X's voice, answering answers. I wouldn't like to be in X's overalls right now, the children thought. At last, the door opened. Everyone crowded around to hear the results. X didn't look any different, in fact, X was smiling. But the Impartial Team of Xperts looked terrible. They looked as if they were crying! "What happened?" everyone began shouting. "Sssh," ssshed the principal. "The Xperts are trying to speak." Wiping his eyes and clearing his throat, one Xpert began, "In our opinion," he whispered--you could tell he must be very upset--"in our opinion, young X here--" "Yes? Yes?" shouted a parent. "Young X," said the other Xpert frowning, "is just about the least mixed up child we/ve every Xamined!" Xclaimed the two Xperts together. Behind the closed door, the Superpsychiamedicosocioculturometer made a noise like a contented hum. "Yay for X!" yelled one of the children. And then the others began yelling too! Clapping and cheering and jumping up and down. "SSSH!" SSShed the principal, but nobody did. The Parents Committee was angry and bewildered. How could X have passed the whole Xamination? Didn't X have an identity problem? Wasn't X mixed up at all? Wasn't X any kind of a misfit? How could it not be, when it didn't even know what it was? "Don't you see?" asked the Xperts. "X isn't one bit mixed up! As for being a misfit--ridiculous! X knows perfectly well what it is! Don't you, X?" The Xperts winked. X winked back. "But what is X?" shrieked Peggy and Joe's parents. "We still want to know what it is!" "Ah, yes," said the Xperts, winking again. "Well, don't worry. You'll all know one of these days. And you won't need us to tell you." "What? What do they mean?" Jim's parents grumbled suspicious! Susie and Peggy and Joe all answered at once. "They mean that by the time it matters which sex X is, it won't be a secret anymore!" With that, the Xperts reached out to hug Ms. and Mr. Jones. "If we ever have an X of our own," they whispered, "we sure hope you'll lend us your instruction manual." Needless to say, the Joneses were very happy. The Project Baby X scientists were rather pleased, too. So were Susie, Jim, Peggy, Joe, and all the other children. Even the parents promised not to make any trouble. Later that day, all X's friends put on their red and white checked overalls and went over to see X. They found X in the backyard, playing with a very tiny baby that none of them had ever seen before. The baby was wearing very tiny red and white checked overalls. "How do you like our new baby?" X asked the other children proudly. "It's got cute dimples," said Jim. "It's go husky biceps, too," said Susie. "What kind of baby is it?" asked Joe and Peggy. X frowned at them. "Can't you tell?" Then X broke into a big, mischievous grin. "It's a Y!"
Nouns/Pronouns Generics are nouns and pronouns intended to be used for both women and men. Naming an individual accurately eliminates most sexist references. NOUNS
PRONOUNS
PARALLEL LANGUAGE
CORRESPONDENCE
APPENDIX
C
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