Re: Gender-Role Transcendence -- EDPR 7/8112 Adolescence Sec. 001 0500-0800 R

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Date Posted: 20:44:24 03/28/07 Wed
Author: Kelly Folsom
Subject: Re: Gender-Role Transcendence
In reply to: Julie Falvey 's message, "Gender-Role Transcendence" on 19:29:05 03/28/07 Wed

I think those attributes and strategies are always something you can integrate into your classroom...Ambitious goals for all of our students is an important part of challenging and motivating them. I think ambition and risk taking may need to be nurtured more in females due to media, peer, and other external influences that tend to drive gender sterotypes. Also, if we subscribe to adolescent theories that highlight social interaction becoming a female efficacy, i would definately say attributes like risk-taking may need a lot of scaffolding and support.

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[> Re: Gender-Role Transcendence -- Rachel Landau, 20:58:49 03/28/07 Wed

After reading this message, I felt that these sisters provide such great support for the gender-role transcendence perspective as a positive classification system for gender roles. Instead of classifying and encouraging behaviors, emotions, and thinking processes as masculine or feminine, this example shows that we should just support and encouage the positive characteristics in people that are associated with positive, successful outcomes (but who defines these?). In schools, the classroom and school should feel like a supportive community with open communication (like the family) and teachers challenge all students to strive for success. However, students need scaffolding from teachers and guidance to help set reasonable goals and achieve them. So how do we incorporate these family strategies into the classroom? By making the classroom like the family. Easier said than done, huh?

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