http://www.nytimes.com/2008/07/15/science/15tier.html?_r=1&8dpc&oref=slogin
Here's a fragment of the article:
"But some critics fear that the process could lead to a quota system that could seriously hurt scientific research and do more harm than good for women." ... "Critics say there is far better research showing that on average, women’s interest in some fields isn’t the same as men’s."
Now come on, this can't be an actual argument. Women don't have as much interest in the field as men. Perhaps, rather, women aren't encouraged to pursue science as men are, and instead have "developed" other interests in the more social fields.
However, to say that women are naturally geared towards social field because they have different interests and abilities than men is not a viable argument. Gendered socialization is the reason why women's interests are supposedly different. Women are brought up to think of themselves as caregivers, while men are the providers. But what if children did not have these gender roles to fill and can assess their own interests? Would then, there be a gendered gap in the physical science and social science fields?
This article serves only to legitimize that gap by convincing people that Title IX in science is unnecessary because most women do not have a desire to pursue science, and to criticize and bash the accomplishment of having an equal mandate in physical science fields.
Well I'm for one very happy that the gap is recognized and hope that it will soon be balanced.
Premise:
Fortunately my fourteen year old brother is very open with my mother and asked her questions about how diseases can be prevented and spread. He had no idea about the different types of STD's besides HIV. He also did not know that diseases could be spread through oral contact (oral to oral and oral to genital).
Since we know that abstinence only education DOESN'T WORK, how can we effectively talk to students about the seriousness of STD's and prevention??
Idea:
I advocate for implementing a graphic video, not xxx, but actual visuals of rotting genitalia and of what certain disease symptoms look like. Perhaps we can have interviews of infected youth explaining what they have, how they've contracted it, and the advice they wish to give to other youth.
Or, perhaps we can take class trips to the Museum of Sex where they have body models of infected parts.
Either of the two, or both combined would be much more impacting and memorable than telling kids that since condoms aren't a 100% effective, then they might as well wait till marriage to have sex. Yeah, right. Then they wonder why the rates of infected youth continues to climb?
What are your thoughts? How do you think we can properly safeguard these children and influence them to be more conscientious of the consequences of their actions by being responsible instead of just not thinking about it and being reckless?
Is this a school-issue or no?
If so, what could schools and teachers do to reverse these statistics?
I think what could prevent teen pregnancy is a good freaking life lesson. Perhaps daily doses of demographics that indicate poverty but also female success rates. What about mini inspirational lectures about how women are actually worth something and are capable of devising, maintaining, and striving for certain goals.
What if we broke down lyrics and television scripts? What if we actually talked to teens about sex and potential risks and consequences. Lets talk money with them. We can dish out figures of how expensive raising a child is. Lets talk about open. But more importantly, lets just talk.
I remember a few teachers would actually talk about life and sex with their students, but not enough. I understand that there's a curriculum to follow, but must the lessons be so limited in practicality? I was lucky that I had parents who told me that I had the potential to pursue whatever I wanted; to dream big and not settle. I was told that being a woman, I had extra hardships ahead of me, but that I should prove my equality by working hard and "moving up" in this social hierarchy. How else can women demand equality if we don't compete with men for it?
Perhaps those lessons inspired me to think about having a foundation, career and home, before a family. How do you take care of another without being able to properly care for yourself? These "talking to's" have inspired me to be that example for others, but how many people, young girls especially, are receiving that same lesson?
Are they truly being prepared for life outside of high school? What inspires them to do well in school if they have no confidence in their ability to succeed?
...to GLBTQII teachings in the classroom. Can students handle it? Can parents? What about teachers?
Should students be taught from early on, or does this subject take a certain level of maturity?
How would one approach such a subject/lesson? Has anyone taught gender issues in their classroom before, are currently doing so?
Do tell!
This is fast, easy, and informative for me! Also, you can compare your views with those of others by checking out the rankings at the end! 
Click Here to take survey
I have a few questions about your experience with teaching and students. I ask that you please take a quick moment to respond to my questions as I am trying to conduct a research study that links education to the general welfare of students and society as a whole.
Thank you!
1. In what ways do you find your students most resistant to either you or the lesson(s) being taught?
2. If you had complete discretion over your classroom and teaching methods, how would you conduct your class?
3. What incentives, if any, do students need to participate in class and stay focused? (Tangible and/or non-tangible) What have you used?
4. How do your students interact with their peers? Are there cliques?
5. Is there any commonality that you find all students share, whether it's their behavior, interests, difficulties, etc.?
6. If you could teach anything to your students, what would it be? (reasonably and what is realistically feasible)
7. What do you think your students need most, aside from a basic education?
8. Which subjects are generally the most and least favorable to your students?
9. What COULD be the best motivational tool for your students to do better?
10. What type of area do you teach in?
I created this blog because I want to find out from teachers, administrators, and parents their thoughts on implementing a more diversified curriculum for students.
The current curriculum, I feel based on my own experiences with the educational system, is extremely limited. We need to be pro-active with students if we want them to become open-minded, critical-thinking, and productive members of society.
Yes, the teaching of certain core subjects such as history, science, and english is essential for the development of a basic cultural understanding of this country and the world, nature, and logic. But, how much of that knowledge do children really retain, and must it be so limited???? These american and european cultural limitations do not reach out to all children. Frankly, you're going to lose a lot of their attention unless they are learning about their own history, and not just about the acquisition of more land through wars, but of their own culture. What sets apart different societies besides their different locations on a map? What discoveries can be accredited to them? How advanced were they? What about their art?
In order to motivate students, students must be able to relate to the lesson. They need an inspirational leader that they can find resemblances to. Perhaps they would be more enthused to read, if the books and authors spoke specifically to them, and their situations in life.
Instead of focusing the lesson around Columbus, why not make the Native Americans the main star of the lesson? They are after all the ones who knew this country the best; they designed it. They were so self sufficient and environmentally aware, so much more beyond their time. Perhaps those lessons could help promote a better understanding of the importance of environmental conservatism and sustainability, which is now necessary for our current global warming crisis, and the preservation of our natural resources and endangered species, by using less. Perhaps it will also teach young students about accepting and respecting other cultures and people that are different.
Race, Class, and Gender should also be a dominant theme throughout all lessons. Why should students have to wait for college, if they even choose to attend, to learn about proper ethics and to learn about disparaged social classes? How do you fight against inequality if students aren't aware that it is still a prominent issue? The media only exacerbates the problem by depicting women as sex objects, and not having enough diverse characters on television.
Educational institutions can not assume that proper values and morals are taught at home. Nor can they assume that children are given sufficient attention and guidance. Therefore, there must be a place were children can rely on for what they are not receiving at home. Teaching students about different religions, cultures, ways of living and thinking, will not persuade students to be a certain way. Rather, by teaching students to think critically and giving them a broad, more accurate sense, of what life is and who people are, they will be able to determine for themselves what they feel most comfortable with. Children are capable of making such decisions for themselves. We should not underestimate them.
Therefore, I want to know how teachers would feel about implementing a more diverse curriculum, how they feel about the current curriculum now, and how they feel about the attention levels of their students, and the potential that some students have but do not acknowledge? Are you frustrated, or do you think that the current curriculum is a sufficient source of information and preparation for the real world?