Girls feel the need to degrade others, in order for them to come out on top. This is not appropriate although it is becoming more common in today’s world. In Dr. Manny’s article about teen bullying, he states that a majority of bullying is done within the “more popular” group of peers. Shown in research, “bullying levels peaked among teens who fit in the 98th percentile of popularity”. This is believed by Dr. Manny to be because of the lack of power within the lower 2% of popularity.
Logically, when people want to make friends, and “up” their popularity status, they are nice to others. In high school, it seems that girls do this the opposite way, and are mean to one another in order to bond with friends and become more popular. This paper will discuss reasons why adolescent girls tend to put down others, rather than be nice and respectful as shown in the movie Mean Girls. Most of the aggressions between girls in high school are not a one-way system. The issue of aggression at hand is more of a two-way process of attack and retaliation.
Both Bennett and Spark use their main characters to show how easily influenced young people can be under the influence of somebody they look up to. Bennett uses Hector and Spark uses Miss Jean Brodie. There are a number of similarities between these characters, however the main likeness is that both teachers chose not to follow the conventional teaching method, they would rather not stick to the curriculum and feel that what they choose to show their pupils will ultimately serve a greater purpose and make them well rounded individuals. In “The Prime of Miss Jean Brodie” from the very first page of the novel the girls are singled out and referred to as “the Brodie set”. This shows the reader from the beginning that these girls are different from the rest of the school; they are seen as almost belonging to Miss Jean Brodie.
Rosenthal and Jacobson's study showed that young children were effected more by labelling than older students, this is because the younger ones will start to believe the label that they have been given, which then leads to self-fulfilling prophecy, they live up to what they have been labelled as. They did a field experiment, giving teachers false information about the students and their IQ scores. They found that the students performed in line with the false information that the teachers had, regardless to the actual IQ scores. This showed that the teachers focus more on the 'higher IQ' students to make them achieve even higher rather than helping the 'lower IQ' students to help them improve. This is a limitation of their study because the 'lower IQ' students are getting ignored/not the main focus to the teacher so these students will not improve as much.
If women try to explain herself it becomes very complex with unclear ideas because of cultural codes, representations and then the sense of real identity lose its words. Women are a sign of social agreement, and they are influenced and warned to follow the social assembly and if she follows the assembly it led her to the same fate of her foresisters and their foresisters lived, but still in some sense women get the feelings of separate identity of her. However, in every area some women exist who try to invent new identity out of the social circle. They do it by accepting their differences and turning it into power to change the society. In her opinion, men will allow us to bring little change being in the social circle of limitations, but if we try to bring a big change out of codes and connotations,
Gender Bias in our School System Myra and David Sadker, experts in the field of education and sexism in schools published the opinionated article “Hidden Lessons” as an excerpt from their book “Failing at Fairness: How Our Schools Cheat Girls”. Their work brings to light an omnipresent gender bias problem in education. Is gender bias an issue that violates the laws of ethos, pathos, and logos or does this article embellish the issue found in modern day society? The Sadker’s use “Hidden Lessons” as a launch board to illustrate gender biasing in schools by stating examples of unfair teacher interaction where girls are given less opportunities than boys via unfair activities. The Sadker’s open their “Hidden Lessons” work by stating that “it is difficult to detect sexism unless you know precisely how to observe it” (Sadker, and Sadker 55).
She watched but did not feel powerful enough to go against her classmates making outcasts of some children, such as an overweight girl with only one dress while everyone, teachers included deferred to the leading confident children. At the age of sixty, Paley can no longer resist those early memories of her past painful empathy with the outsiders. She undertakes to go beyond the usual practice of making the outsiders more acceptable to the insiders, to find a way to break the chain of exclusion without violating the other children’s sense of justice or ruining the atmosphere of her classroom. Several surprising things about Paley’s approach to problem solving with the children make the story engrossing and full of suspense. For one thing, she is genuinely ambivalent and does not know how imposing a new rule (“You can’t say you can’t play”) will work out.
Others believe it stifles individuality. However, in most cases it seems the pros outweigh the cons. School uniforms need to be implemented in public schools because they eliminate pressure to be trendy or fashionable, help school officials to keep campuses safe and allow students to focus more closely on academics. School age children are very impressionable and will often do whatever is necessary to be liked by their peers. Many times they will wear clothes that are inappropriate or pressure parents to spend extra money on designer labels.
Similarly at AS and A level, girls have a better chance of passing and achieving higher grades. For example in 2006, 95.8% of girls passed two or more a levels, whereas 94% of boys passed. One of the internal factors which also play an important part in the gender differences in achievement is the teacher’s attention. Joan Swann and David Graddol found that boys are generally more boisterous and attract the teachers gaze more often than girls, therefore receiving more chances to speak. Nevertheless, they found that the way teachers interacted with girls was more positive because it focused on schoolwork rather than behaviour.
This is not always the case though, some students will go against the label and try to prove them wrong and do better in school; an example of this was found in a study from Mary Fuller. She studied a group of black girls in year 11 at a London comprehensive, these girls were high achievers in school unlike typically when black girls are less likely to achieve higher grades. These black girls did not go along with stereotypes and decided to go against them and try to achieve higher, they didn’t seek gratification from