Journal Table 3
Column 1
A) Column 1 How do you see gender
SCRIPTS (BOYS Cite specific author
arguments, examples, and page numbers
from the Sadkers reading!!) AND/OR Gender
STRATEGIES (GIRLS Cite specific author
arguments, examples, and page numbers
from the AAUW reading) operating for
respondents in your Clinical site?
Gender Scripts are perpetuated by society
and specifically at my clinical site most boys
in the class are landing in the lower achieving
section of learners. Boys in class are expected
by their peers to be a man and not show
much emotion for feelings. From the Sadkers
reading it explains how boys get reprimanded
more often than girls even If they are both to
blame and I see this quite frequently in the
classroom. Furthermore, the Sadkers reading
goes into talking about how that boys are
raised and seen to be, active, aggressive,
and independent. I can see how the climate
at school and society pushes these boys to fit
into this created mold of being aggressive
and manly. Of course, there are outliers
where certain boys will push against the
molds of society and succeed, however,
many times when one does break the
expectations they are shamed or bullied for
it. The reading goes on to discuss how in
Milwaukee 94% of expelled students are
African American boys, and I am aware this is
not my clinical site; however, I aspire to
teach in Wisconsin. Seeing that statistic
makes me want to do everything in my
power to be able to combat these issues.
Whether this be looking for ways to further
specific students education or creating
programs, I want to make a difference in my
community and my state.
Column 2
C) Column 2 You are REQUIRED to cite
arguments from Michael Genzuk, Nicholas
Wysocki, and/or Norma Gonzalez as you
describe the ethnographic tools and
investigation strategies you are using (or
will use) to identify the assets, strengths, or
resources that exist in the life, home and/or
community of the learner or set of learners
you chose to work with in your clinical
setting
First and foremost, I believe in the utilization
of the Funds of Knowledge approach,
whether that be getting close enough with
my students to ask the personal questions
about their culture or by my own observation
of the students outside activities in school.
The Activities to Investigate Funds of
Knowledge Document gives me great insight
into the multiple ways I can identify the
many assets and skills that these learners
bring to the learning environment.
Personally, I feel as if I strive as an educator
by my individual relationships with students
and my ability to connect with them. The
funds of knowledge approach allows for us
teachers to investigate what these learners
bring by shining a positive light on each
student, rather than viewing the students as
distractions or disruptions. This approach
invests in each learner and believes that
every individual brings something separate to
the classroom. The strengths the learners
bring can vary from, multiple viewpoints,
cultural backgrounds, family traditions,
background knowledge, household skills,
sports, and many more. Once we identify the
positive assets they bring, then we can work
to implement that into the classroom for
further engagement.
B) 1 How do your Developmental and/or
learning theorists learned in EDFD 400/401
help you think about WHY you see specific
gender scripts (Sadkers reading) and/or
gender strategies (AAUW reading) being
exhibited by the learner or set of learners
you are observing;
I would like to take Albert Banduras theory
of modeling to explain why we may see
specific gender scripts for boys within the
classroom. The boys (and the girls) learn
from modeling whether that be by family
members, their peers, or the media, they
have these learned behaviors through
replicating what they see. For example, if
they see a pop star or rap artist they aspire to
be like they may start replicating words,
actions, or phrases like those individuals. We
can bring this modeling example to sports
where these young kids see someone they
wish to become like Lebron James, Aaron
Rodgers, or Sidney Crosby, then these
individuals replicate that. We may choose to
examine this in the home life where if ones
older sibling played sports, then the younger
sibling will often attempt to follow the path.
Additionally, if there are negative behaviors
by the parental units, children may often
replicate these because thats what they saw
the authority figure doing.
D) Column 2 Use your Annotated
Bibliography Updated 2016 6 Sources
PDF to discuss Annotated Bibliography
requirement C in any 2 of the 6 resources
that you identified for YOUR OWN
professional development.
Sources used:
Chalfant, L., Rose, K., & Whalon, K. (2017).
Supporting Students with Autism. Science
Teacher, 84(4), pp. 36-41.
Xin, J. F., & Leonard, D. A. (2015). Using
iPads to Teach Communication Skills of
Students with Autism. Journal of Autism and
Developmental Disorders, 45(12), pp. 4154-
4164. doi:10.1007/s10803-014-2266-8
Both resources here are targeted with
assisting students with autism and I feel they
can be beneficial for working with these
individuals. Individuals with disabilities are
specifically overlooked by educators and
society for what strengths they can bring to
the table. Too often will an individual be
stigmatized and stereotyped for their
disability. I choose these articles because of
my specific major of special education
focusing on Learning Disabilities and
developmental disabilities. These peer
reviewed journals work both to how support
for students with autism. It is important in
the special education section of the
educational world to put the individual
before their disability or exceptionality.