Annotated Bibliography

Adams, Maurianne, et al., eds. Readings for Diversity and Social Justice. 3rd ed. New York: Routledge, 2013. Print.

Readings for Diversity and Social Justice has been a trusted, leading anthology to cover the full range of social oppressions in schools. With full sections on sexism, women, and gender oppression, this bestselling text goes far beyond the range of traditional readers. The interactions among these topics, that are relevant to my problem-posing question, are highlighted throughout the book to stress the interconnections among oppression amongst adolescent students. This source is able to cover such a broad spectrum of co-ed relations with in classrooms that it will help me narrow down my argument and the direction that I want to go with my paper.

Ding, N., and E. Harskamp. "How Partner Gender Influences Female Students’ Problem

Solving In Physics Education." Journal Of Science Education & Technology 15.5/6 (2006): 331-343. Education Research Complete. Web. 20 Mar. 2014.

Research has shown that female students cannot profit as much as male students can from cooperative learning, especially in mixed-gender dyads. This study explores the influence of partner gender on female students’ learning achievement, interaction and the problem-solving process during cooperative learning. This source provides evidence on not only the different learning styles between male and female students, but the differences between female and male communication styles within the classroom. I believe that this source will become incredibly helpful, and full of information supporting my problem-posing question when I begin to write my paper.

 Gropper, Nancy, and Merle Froschl. "The Role Of Gender In Young Children's Teasing

And Bullying Behavior." Equity & Excellence In Education 33.1 (2000): 48. Education Research Complete. Web. 20 Mar. 2014.

This source examines influence of gender role in teasing and bullying behaviors of adolescent children in classrooms in the United States. It provides the response of teachers and adults on teasing and bullying, percentages of children on the role of gender in recollected incidents of teasing and bullying, implications of gender role on curriculum development, and teacher and parent education on how to avoid bullying. This source is relevant to my problem-posing question in more than one way. First, it provides evidence for why altercations between genders occur within the classroom, and secondly, it provides solutions for overcoming bullying between genders. I believe that this source will be very helpful for me when it comes to writing my paper. 

Orenstein, Peggy. Schoolgirls: Young Women, Self-Esteem, and the Confidence Gap. New York:

            Anchor, 2000. Print.

Peggy Orenstein frames her book Schoolgirls: Young Women, Self-Esteem, and the Confidence Gap as what it would be like if you were born the opposite sex. Her book chronicles her courageous, painstaking gender journey, in which she exposes the problematic reality of the loss of self-esteem, which occurs among adolescent girls. Orenstein credits this report, based on information gleaned directly from children, as the impetus, which led her back to eighth grade to investigate the causes and realities of the “confidence gap”, experienced by young women most drastically at the dawn of adolescence. This source provides me with first hand experience on how adolescent young girls are affected in a co-ed classroom. The book is filled with examples of co-ed interaction not only in the classroom, but how their lives outside of school affect their relationships with their peers in the classroom. Orenstein's book is a great source for my problem-posing question, because it is based on real observations within a middle school classroom. After reading the book I was able to not only answer my problem-posing question, but also come up with more thought-provoking supporting questions.

Sanders, Jo. "Something Is Missing From Teacher Education: Attention To Two

Genders." Phi Delta Kappan 84.3 (2002): 241. Education Research Complete.

Web. 20 Mar. 2014.

This article describes how assumptions about gender roles continue to limit children’s aspirations and achievements. The author of this source argues whether boys or girls are being more shortchanged in the classroom. This debate supports my problem-posing question, and talks about the educational well being of both sexes, not neither on separately. This source provides me with statistics based on research that is not only relevant to my problem-posing question, but will also help give my paper more numerical, statistical evidence.

Savage, Tom V., Marsha K. Savage, and David G. Armstrong. Teaching in the Secondary

School. 7th ed. Boston: Pearson, 2012. Print.

Teaching in the Secondary School, 7th Edition, utilizes using a reflective approach to learning and prepares secondary school teachers, is an era of change, for the realities of teaching in today’s classrooms. The book highlights critical issues, such as gender ratio and how to manage a classroom based on female and male student differences. This source taught me that a lot of thinking is put forth when organizing a classroom environment just based on how many males or females are in the classroom. I was able to not only gain information that will help me answer my problem-posing question, but was also able to think of new questions that can support my rational behind why male and female students act the way they do within a classroom setting.

Shumow, Lee, and Jennifer A. Schmidt. "Academic Grades And Motivation In High

School Science Classrooms Among Male And Female Students: Associations With Teachers' Characteristics, Beliefs And Practices." Journal Of Education Research 7.1 (2013): 53-71. Education Research Complete. Web. 20 Mar. 2014.

This study compared the academic performance, perceived competence, attitudes, and perceived level of momentary skill of 244(129 male, 155 female) high school students in science. While males and females did not differ from one another in their science grades, there were significant gender differences in factors that promote motivation and persistence in science. Female students reported lower perceived competence in science and more negative general attitudes than male students. This source supports my problem-posing question by exploring how male and female students participate differently in different content-area classrooms. This source also led me to more questions about gender differences within the classroom. Does the role of teachers’ beliefs and practices play a role in fostering these experiential and motivational differences amongst both genders?