Jobs for The Boys: How Children Give Voice to Gender Stereotyped Job Roles

This research found that for stereotypically male jobs, both sexes spontaneously masculinised their voices, by lowering pitch and resonance, and they also feminised their voices for stereotypically female occupations, by raising their pitch and resonance.

Occupational-gender stereotyping is present from early childhood. This report by the University of Sussex shows that children, and especially boys, show stronger stereotyping about masculine and feminine jobs than previously suspected.

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      string(346) "... the usual idea of a ‘game’, which can turn a lot of pupils off as not being serious enough, and games can fall into traditional gender stereotype traps. DiversificationSo what makes a good gender-diverse hackathon? Picking a suitable problem is important. Something that is accessible at different levels is ..."
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      string(5625) "might like to consider other ‘SWAG’, such as T-shirts or water bottles, but do consult the Hopper guide to organising diverse hackathons to make sure it doesn’t reinforce the stereotypes you’re working to break down! 2 Eating Pizza. Group Of Friends Sharing Pizza Together. People Hands Taking Slices Of Pepperoni Pizza.  Fast Food, Friendship, Leisure, Lifestyle.Measuring successWhat impact did the hackathon have? Apart from the joy of the evening, where pupils enjoyed working collaboratively, and where they learned new techniques and felt that they had achieved something—and had fun doing computer science—we really wanted to measure our success in terms of GCSE uptake. Well, in the year of that hackathon, we improved our GCSE take-up by three times!Branching outSince then we have tried out various other events at different levels. At GCSE and A level, the format seemed to work well. Stickers, pizza, an informal room with a mood board and a projector. A music playlist. Older girls to help. We also held a very popular GCSE Christmas event where girls had to use Python turtle to make a Christmas decoration. The topic was loose enough to give everyone a bit of a challenge. It was a relaxed competition to make the best decoration, but again we wanted everyone to set their own limits. One team even (with our permission) wanted to use photos of the staff in their decorations. This topic might seem too simple for some, but more able girls were able to use recursions and a more interactive program to stretch the challenge.Raising the barAfter our first success, we planned a sixth-form hackathon, which was to consist of a code-breaking session. The pupils would be provided with several codes to break and each code would contain a clue to various books that were left around the room. They would then combine the clues to come up with the winning phrase that would open a hypothetical treasure chest—this was just a picture on one, but once the pupils had applied the winning phrase they would be awarded with a box of chocolates. We had also introduced a yearly trip to Bletchley Park on code breaking. We consider the history behind the subject of computing very important. We now have a regular trip to the National Computer Museum at Bletchley for GCSE pupils. We furthermore regularly take part in the Manchester University Turing competition, which produces a weekly code-breaking competition that spans several weeks in the Spring term, which has been very popular with the girls. All this provided a good background to the launch of our ‘Code-breaking hackathon’.The idea for our code-breaking hackathon evening was to use some of code making and breaking techniques described in ‘Cracking Codes with Python.’3 Some of the codes given had clues as to which technique to use to break them. We also included a small task of making a code for the other groups to crack. All this took place in a short evening session. The codes that the students were given were increasingly complex and the last one would make the breaking routine run for several minutes, producing line after line of attempts before one would make sense. This could be detected by an algorithm that checked for English words from a dictionary. This task could then lead on to all sorts of extensions about measuring the time taken to break a code and the complexity of code-breaking algorithms. These ideas could be linked to modern forms of encryption and the possibilities opened up by quantum encryption.Future plansWhat about the future? What ideas do we have for future hackathons? Following the idea of linking to other subjects, we plan to have an evening creating a piece of art using Processing.4 Processing is an event-driven programming language using a form of Java that promotes the use of software literacy within the visual arts. You can also use Python and Javascript and create scripts for the Raspberry Pi and Android or iOS devices, but we see it as a nice way to introduce Java programming. Creating simple environmental simulations in Processing would make a nice topic for an evening’s hackathon. For example, the pupils could create an ant simulator. At the basic level, this would entail just simulating an abstraction of an ant as a small red circle and simulating the random-ish jerky movements around an environment. Then, at a higher level, the ant could follow a ‘pheromone’ trail to some food and lead their ant friends along the same track. You can explore flocking behaviours, about which much interesting work has been done. There is a whole chapter in the Processing book ‘The Nature of Code’.5 Creating an environmental simulation is very rewarding. You can create a small model of the world and watch it perish or thrive. Each run of the programme can lead to different results. This gets away from the usual idea of a ‘game’, which can turn a lot of pupils off as not being serious enough, and games can fall into traditional gender stereotype traps. DiversificationSo what makes a good gender-diverse hackathon? Picking a suitable problem is important. Something that is accessible at different levels is the key so that people are not excluded and they should ALL be able to do some coding and learn some new techniques. The theme needed to something that was not one of the traditional geeky Computer Science ones. Although I think team skills and presentation at the end are important, our whole aim is to make coding and Computer Science accessible and for the events to open up pupils’ minds. We didn’t want some to do the"
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Digital Learning

Breaking Down the Gender Divide with Hackathons

10 Mar 2020

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Leadership Briefing 11.06(126)"
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Leadership Briefing 11.06(126)"
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      string(4997) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.GENDER STEREOTYPES ABOUTINTELLECTUAL ABILITY EMERGE EARLY ANDINFLUENCE CHILDREN’S INTERESTSKeywordsGenderstereotypes,intellectualability,influence, childinterests, girls,boys, grades,achievement,innate abilitySummaryGirls as young as six years old associate high-level academic ability with men more thanwomen, according to this report published in the journal Science.The study also found that although girls aged five to seven were more likely than boys to associatetheir own gender with good grades, they did not link these achievements to innate abilities of“brilliance”.The researchers carried out a number of tests with children, half of whom were girls, to test theinfluence of gender stereotypes on children’s ideas of intellectual ability.In the first test, boys and girls aged five, six, and seven were read a story about a highly intelligentperson and then asked to guess the person’s gender. Next, they were shown pictures of pairs ofadults, some same-sex, some opposite sex, and asked to pick which they thought were highlyintelligent. Finally, the children were asked to match objects and traits, such as “being smart”, topictures of men and women.The results revealed that at age five, girls are just as likely as boys to associate intelligence withtheir own gender. However, by ages six and seven, girls were less likely than boys to make thisassociation, with girls identifying their own gender as “really, really smart” 48% of the time comparedto 65% of the time for boys.Key Points: ■ Common sterotypes associate high-level intellectual ability with men more then women. Thesestereotypes discourage women’s pursuit of many prestigious careers. ■ The career aspirations of young men and women are shaped by societal stereotypes aboutgender. For example, the stereotype that men are better than women at mathematicsimpairswomen’s performance in this domain. ■ The stereotypes associating men but not women with brilliance and genius may take a toll onwomen’s careers; fields whose members place a great deal of value on sheer brilliance (e.g.,mathematics, physics, philosophy) have lower proportions of women earning bachelor’s anddoctoral degrees. ■ Cultural messages about the presumed cognitive abilities of males and females are likely to beinfluential throughout development. If children absorb and act on these ideas, then many capableWeek Commencing 13th February 2017http://science.sciencemag.org/content/sci/355/6323/389.full.pdfhttp://science.sciencemag.org/content/sci/355/6323/389.full.pdfhttp://science.sciencemag.org/content/sci/355/6323/389.full.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.girls are likely to have already veered away from certain fields by the time they reach college. ■ The results suggest that children’s ideas about brilliance exhibit rapid changes over the periodfrom ages 5 to 7. At 5, boys and girls associated brilliance with their own gender to a similarextent. ■ Despite this strong tendency to view one’s gender in a positive light, girls aged 6 and 7 weresignificantly less likely than boys to associate brilliance with their own gender.Conclusions: ■ Women often avoid or are locked out of academic careers commonly believed to require raw,innate “brilliance” rather than hard work. ■ Many children assimilate the idea that brilliance is a male quality at a young age. This stereotypebegins to shape children’s interests as soon as it is acquired and is thus likely to narrow therange of careers they will one day contemplate.Actions: ■ Academics who wish to diversify their disciplines should adjust the messages they send tostudents concerning what’s required for success — such as staying away from words like“brilliant,” “genius” and “gifted,” and instead emphasizing to their students the importance of hardwork and dedication. ■ People who wish to increase diversity may need to work to change the culture of the entire field.We should share personal anecdotes — not just with our students, but also with colleagues —about how we overcame challenges, setbacks and failures along the way. It can be tempting topresent oneself as ‘effortlessly brilliant,’ but maybe we need to resist this temptation.WEB LINKGender Stereotypes About Intellectual Ability Emerge Early And Influence Children’sInterestshttp://science.sciencemag.org/content/sci/355/6323/389.full.pdfhttp://science.sciencemag.org/content/sci/355/6323/389.full.pdf"
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Leadership

Gender Stereotypes About Intellectual Ability Emerge Early And Influence Children's Interests

8 Feb 2017

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      string(391) "... some degree;there is no reason that teachers should beexempt, nor unusually prone. Bias in judgementsof pupils is just one manifestation of the humantendency to stereotype.■ Increased credibility and importance shouldbe given to the accumulating evidence thatbiased judgements and stereotyping might beimpacting upon, and shaping, pupil experiencesand attainment. National ..."
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      string(3205) "should beoffered appropriate training to enable them to recogniseability, irrespective of a child’s background, and activelylearn how to draw on alternative stereotypes of pupils –with the ultimate aim to instil a presumption that there ismotivation and ability in each and every student.The UCL research report, ‘Stereotyped at Seven?Biases in Teacher Judgement of Pupils’ Ability andAttainment’, was published in the Journal of SocialPolicy. Access the full report here.Knowledge trails1. To stream or not to stream? – According to an OECD study, countries that stream pupils intoability groups at an early age tend to have lower levels of achievement, and separating pupils intoability groups locks them into a cycle of disadvantage.library.teachingtimes.com/articles/tostreamornottostream2. Why aren’t boys reading? – Jane Woodley explains why stereotypical views are damaging toboys’ enthusiasm for reading, and what schools and parents can do to combat the problem.library.teachingtimes.com/articles/whyarentboysreadingMain points■ On average, low-income pupils seem to beunderrated by their teachers, along with pupilswith any SEN diagnosis, non-White pupils, pupilsspeaking languages in addition to English, boys(reading) and girls (maths).■ The findings support the possibility that thesocio-cognitive process of stereotyping mayindeed be instrumental in systematic attainmentdifferentials.■ There appear to be mechanisms at work beyondthe level of the individual pupil and their family,and outside the control of the child or theirparents, determining assessment levels awarded.Unless these tendencies are addressed, theymay continue to play some part in creating andperpetuating inequalities.■ Any intervention aimed at alleviatingstereotyping and its effects on teacherperceptions and assessments may need to takeaccount of the complex nature of the process andof its components, rather than simply targetingbiases associated with one characteristic inisolation.■ According to theory, all individuals have apropensity to enact this function to some degree;there is no reason that teachers should beexempt, nor unusually prone. Bias in judgementsof pupils is just one manifestation of the humantendency to stereotype.■ Increased credibility and importance shouldbe given to the accumulating evidence thatbiased judgements and stereotyping might beimpacting upon, and shaping, pupil experiencesand attainment. National resources and effortsshould be concentrated upon addressing thispossibility.■ At the policy-level, consideration should begiven and investigation instigated into the waysin which initiatives and communications mightcreate or reinforce stereotypes that result inunintended consequences.■ If ostentatious implementation of targetedpolicies, such as the Pupil Premium, provesdetrimental to the treatment of its recipients,this suggests reconsideration and revision ofmethods.http://journals.cambridge.org/action/displayAbstract;jsessionid=DD1EC694A4E8A8081BD4E33B5CFA02F1.journals?fromPage=online&aid=9748763http://library.teachingtimes.com/articles/tostreamornottostreamhttp://library.teachingtimes.com/articles/whyarentboysreading"
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Leadership

Pride and prejudice?

21 Sep 2015

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      string(333) "... key findings infer that there are more female Muslim students who are more successful than male Muslim students, which is noted in the results by gender. the report also noted that the data challenges the stereotype of Muslim students to follow professions of doctors, dentist and accountants; as across the ..."
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      string(4519) "Many British Muslims experienced a disproportional level of racism and discrimination throughout higher education (HE). The findings suggest that whilst many Muslims students have positive experiences of higher education, others face unequal levels of disadvantage, prejudice, or discrimination. This can lead to feelings of isolation and marginalisation and impact on Muslim students’ experiences, sense of belonging, academic outcomes and their subsequent upward social mobility. The report, published in partnership with The Bridge Institute, shows Muslim students’ experience of higher education is not always positive and some may feel the odds are stacked against them. It suggests a rethink in the approach universities take to religion, and how it should not be treated as a threat or minority interest but instead as an essential part of teaching and open debate on campus. The key findings infer that there are more female Muslim students who are more successful than male Muslim students, which is noted in the results by gender. the report also noted that the data challenges the stereotype of Muslim students to follow professions of doctors, dentist and accountants; as across the data, from 2012-2016. it showed that Muslim students were equally represented in STEM and non-STEM subjects, 48.11% and 51.89% respectively. Key areas where Muslim students expressed feelings of inequality and inequity: Religious diversity on campus. Some felt largely unrecognised, which made Muslim students feel invisible, ignored, overlooked, undervalued or disregarded as Muslims. Some Muslim students also felt highly visible as a result of the threat from Islamic fundamentalism on campus arising from HE institutions’ statutory duty to engage with the government’s Prevent agenda. Many Muslim students experience intended or unintended racism or Islamophobia. This was caused in part by institutional and/or individual understanding about Islam or the needs of religious students. This varied from causal micro-aggression to overt discrimination, intolerance or even hatred, and is frequently unchecked and unchallenged on campus. The study also found invisibility of religion, alongside the visibility of being Muslim and/or experience of Islamophobia could threaten Muslim students’ sense of belonging on campus and affect their overall experience of being a student in UK higher education. The findings also reveal, where debates around religion do exist on campus across the UK, much of the discourse has drawn on a “moral panic” relating to the growth of fundamentalism and global terrorism. Some students noted a sense that many university staff felt uncomfortable raising or addressing issues around religion and challenging issues of ignorance, intolerance or islamophobia, creating a missed opportunity for institutions to halt these issues. Key Recommendations: Data should be routinely and robustly collated, by HE institutions, on the access, retention, success and progression into further study or employment, of Muslims students. Under representation, performance or outcomes of Muslim students should be disaggregated to determine patterns of specific under attainment, with key performance indicators set by all HEIs to recognise, address and eradicate disparities. HE institutions should develop a clear institutional understanding of Islamophobia, in negotiation with all staff and students, recognising how this is understood and experienced by Muslim students (and staff). Robust mechanisms for reporting Islamophobia or hate crime should be put in place across all HE institutions; such process should also indicate and report back to students and staff on what action has been taken. HE institutions should develop initiatives or programmes which help build the confidence of staff and students to discuss both Islam and Muslim student experiences, and to deal with ‘difficult conversations’. Religious literacy training should be offered to all staff and to students. Exemplary practices in supporting Muslim student academic success, and develop a sense of belonging, should be recognised and rewarded by HE institutions. WEB LINK Muslim Students in UK Higher EducationKeywords Muslim students, UK Higher Education, Islamophobia, inequality, inequity, university, racism, discrimination, isolation, marginalisation, disadvantage, prejudice "
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Leadership

Muslim Students in UK Higher Education

7 Nov 2018

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