This paper will critically examine issues related to gender communication, giving an explanation of how k-12 schools can intentionally and unintentionally enforce gender roles. The paper will examine too, how colleges and universities either support or disregard gender issues on campus, it also addresses leadership strategies, that promote effective communication between men and women and measures to be undertaken to reduce gender bias in the classroom. The paper primarily intends to consider the ways gender may concretely impact a major societal institution.
Gender is concept of sexual difference
Issues related to gender and communication
Gender communication endeavors to study and classify people simply by what they do and not who they are for instance people in intimate relationship are referred to as partners, through gender communication they should be referred to as spouses. (Wood,2010, p.11)
There are several issues surrounding gender and communication, beginning with gender equity
Gender equity, which refers to provision of equal opportunity to access education (Koch & Irby,2002 p.35). Teachers handling students in single sex schools can have a more positive impact on students, separating children in schools by gender doesn’t achieve gender equality though efforts to improve options for girls and boys in schools by funding facilities and a curriculum that best understands students to meet their education and social needs. For k-12 schools to address the gender roles they need to treat students based on what they do and not primarily by who they are. There are factors affecting K-12 schools from achieving gender equality; the educators perceive to be having pressing issues like, eliminating racial inequalities among students the educators fail to prioritize gender issues since they believe, the issues have been solved there before. (Bank et al ,2007, p.790)
Schools can intentionally enforce and communicate on gender roles by enabling students to socialize and eventually take positions that will enable them to maintain the society that they live in. America really upholds value like competition and independence, it’s the duty of schools to either identify various children and instill this values in them intentionally. The schools can also develop curriculum that goes hand in hand with the American values unintentionally. (Lindsey, 2015, p.86).
Colleges and universities can either support or disregard gender issues, especially through student selection to various academic disciplines or studies while in campus, women should be given an opportunity to study certain subjects like arts and sciences while in the university based on their academic qualifications and not out of mercy. Some universities fail to avail facilities that cater for both male and female gender. Some universities offering engineering courses tend to be having hostel facilities for men even with them being top notch universities, women are forced to rent out hostel facilities somewhere else. Colleges with gender equality will employ lecturers based on the qualifications and not necessarily sex preferences (McFadden,1990, p.244).
While communicating to a team of men and women, it is important to note your audience might have been wired differently at a tender age or in terms of gender, boys tend to communicate in statements, one might use many words in asking a question, men will give an answer with a statement more often one word, on the other hand women communicate via talking and giving a response in many words. As a leader, during implementation of projects and while in meetings, one has a responsibility of analyzing the audience, not to confuse statements answer from men as arrogance and also lengthy answers from women as a waste of time (Manion,2005, p.161).
An instructor gender might affect how students will respond to questions or respond to the whole lecture, boys tend to pay more attention when a lady instructor is tutoring, the same is expected to girls when a male tutor is in control. Gender bias can be eliminated by treating students and lecturers based on competencies and school systems should avail opportunities for instructors to empower students based on their gender, it can be achieved via well laid curriculum (Grossman, 2003, p.235)
This paper has analyzed issues that affect gender communication, especially in k-12 schools like whereby educators don’t prioritize gender issues since they believe they have been solved before. It has addressed how colleges and universities either support or disregard gender issues on campus, through availing of learning facilities like hostels, more into focus are the leadership strategies, that promote effective communication between men and women and measures to be undertaken to reduce gender bias in the classroom.
Bank, B.J., Delamont, S. and Marshall, C., 2007. Gender and education: An encyclopedia. Greenwood Publishing Group.
Grossman, H., 2003. Classroom behavior management for diverse and inclusive schools. Rowman & Littlefield Publishers.
Koch, J., & Irby, B. J. (Eds.). (2002). Defining and redefining gender equity in education (Vol. 1). IAP.
Lindsey, L. L. (2015). Gender roles: A sociological perspective. Routledge.
Manion, J. (2005). From management to leadership: Practical strategies for health care leaders (Vol. 136). John Wiley & Sons.
McFadden, W. C. (1990). Georgetown at Two Hundred: Faculty Reflections on the University's Future. Georgetown University Press.Wood, J. T. (2010). Gendered lives: Communication, gender and culture. Beverly, MA: Wadsworth.
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