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Gender Prejudice - Essay Example

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Summary
Gender prejudice is cultural (Maccoby, 1988). Interacting variables contributing to young children's self-categorizing include the role of parents (Freud, Horney, Fromm), as socializing agents, biological factors (Monroy, A.), and gender cognition and peer pressure ( )…
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Gender Prejudice
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Gender Prejudice

Download file to see previous pages... Gender identity is first formed during childhood (Monroy, ). Parental role-models are decisive for attitudes and behaviour.Much of the facial expressions identified emotionally These images are related with teachers' expressions later on in school. Recent studies on emotional intelligence has coined the term disemy, as the distorted perception and misinterpretation of the messages behind facial expressions. But schools can make a difference. Sexual roles learned at home may be reinforced rigidly or may be amplified to include acceptance, flexibility and equity. Teachers, as "extended family" can modify messages sent at home; hopefully, for the better. However, it is not always so. Therefore, teachers, too, should be part of a school's permanent, on-going program on sexual health. Though much has been done to make a difference, isolated actions only diminish the impact desired, rendering it insufficient.
Sexual educations should be comprehensive, to cover, not only students, but teachers, parents, and the local community. Thus the immediate variables involved in gender prejudice can be targeted simultaneously.
This protocol wishes to establish the importance of a comprehensive educational program to include teachers, parents and students. The strategic intervention will compare three groups within a single school, and a fourth group from another school within the same community. A common data baseline will measure sexual attitudes, knowledge and behaviour in students, teachers and parents during the first twelve years of schooling. During one year, one of the study groups will receive a comprehensive educational program: a) updating teachers; b) including quality knowledge on sexuality and gender offered teachers, within students' academic curricula; c) offering continual education for parents. A second group will have the same strategic interventions on teachers, students and parents, but will include personal, anonymous, free sexual counselling. The third group will continue with the basic sexual education already being offered in the same school; but without up-dating teachers, or including sexuality and gender within other curricular subjects. The fourth group will set a standard baseline within the same community from another local school with the same school program. At the end of the year, a post-intervention evaluation will measure the impact on all four groups. All groups must be from the same community with the same local and mass media, setting peer stereotyping.


Group 1
Same School

Group 2
Same school

Group 3
Same school
Group 4
Other school
Teachers
Extra-curricular
updating

Counselling
Extra-curricular
updating


Students
Curricular
inclusion of
Sexuality and
Gender in
academic
curricula

Counselling
Curricular
inclusion of
Sexuality and
Gender in
academic
curricula
Normal
Academic
Contents in
Sexual
Education


Normal
Academic
Contents in
Sexual
Education

Parents
Continual
Education
Counselling
Continual
Education


Community
Community
Workshops

Counselling
Community
workshops




Variables to be analyzed include:
a) Impact of counselling on personal shift of consciousness
b) In-depth information
c) Peer leadership
d) Comparative baseline
The underlying premise to be sustained is that gender is affected by simultaneous levels of relationship: as ...Download file to see next pagesRead More
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