La educación, factor de igualdad

Revista del Consejo Escolar del Estado, n.11, 2009

"La educación, factor de igualdad"

ENLACE

ÍNDICE

Monográfico

Del Amo del Amo, Mª Cruz: La educación de las mujeres en España:
de la “amiga” a la Universidad ............................................................................... 8-22

Rubio Castro, Ana: El abandono y la falta de éxito de los chicos en la escuela,
un problema de género ..................................................................................................... 23-39

Blat Gimeno, Teresa: Resultados académicos y relación formación-empleo
según el sexo ...................................................................................................................... 40-58

Estudios e Investigaciones

Díaz-Aguado Jalón, Mª José: Convivencia escolar y prevención de la
violencia de género desde una perspectiva integral ................................................. 59-72

Castaño Collado, Cecilia: Los usos de Internet en las edades más jóvenes:
algunos datos y refl exiones sobre hogar, escuela, estudios y juegos ................. 73-93

Tribuna Abierta

Subirats Martori, Marina: La escuela mixta ¿garantía de coeducación? ................ 94-97

García Cebrián, L. y Manzano Gómez, Á.: Caminando hacia la coeducación ........ 98-104

Gonzalo Valgañón, Altamira: La aplicación de la Ley de medidas de
protección integral contra la violencia de género ............................................ 105-109

González López, Isabel: La orientación académica y profesional en clave de igualdad ...... 110-121

Entrevista

Miguel Lorente Acosta: Todas las mujeres pueden ser víctimas, incluso
las más activas y libres ..................................................................................... 122-127

Firma invitada

Martínez López, Cándida: Escuelas de igualdad ................................................ 128-131

Experiencias

Coba Arango, E.; Grañeras Pastrana, M.; Gil Novoa, N. y Ruiz Veerman,
E: Los Premios Irene, la paz empieza en casa ............................................... 132-138

Heredero de Pedro, C. y Muñoz Hernández, E.: Más y mejor coeducación ....... 139-145

Vieites Conde, C. y Martínez Ten, L.: Ciento treinta actividades para
coeducar. Una propuesta para incorporar la igualdad en la escuela .............. 146-152

Pastor Julián, Ana: Una trayectoria vital............................................................... 153-155

El patrimonio en la escuela

Capel Martínez, Rosa Mª: El archivo de la Residencia de Señoritas .................. 156-161

Infante, Sor Mª Ángeles: Patrimonio de la escuela vicenciana en
España. Archivo y museo de la Casa Provincial San Vicente. Madrid ............ 162-174

Crespo de Las Heras, S. y Del Amo del Amo, Mª C.: Reconocimiento a
Mª Ángeles Galino Carrillo: docente, investigadora y gestora educativa ........ 175-181

Social Worker: Girls Often Intimidate Each Other Differently Than Boys

[Channel3000, April 24, 2008]

Parents Urged To Lead By Example

MADISON, Wis. -- Beyond the physical aggression that is apparent in incidents like those recently documented at Toki Middle School, some social workers say there lies a deeper issue for teen girls.

They said that girls often bully differently than boys and parents and teachers don't catch the way girls subtly intimidate one another.

The tactic is called relational aggression and it involves using a relationship to manipulate and hurt another person, WISC-TV reported.

Because the bullying is often times more subtle, it's harder to catch.

Once adults know the warning signs, social workers said that it's important for them to not only step in and stop it but to lead a better example.

Judith Utevsky, who's a licensed clinical social worker for Group Health Cooperative, said that relational aggression takes many forms.

"That could include anything from excluding and turning away when someone walks by, or laughing when someone walks by, all the way up through spreading rumors to bullying and of course, physical aggression," she said.

Betsy Hambrick, a parent and school social worker, said that adults need to intervene.
"It's a good experience to fight that message that we're given that this is how girls behave. And it's just that girls are just catty with each other and not buy into that, and say, 'No, that's not how women are with each other.'"

The social workers also said that popular TV shows and movies like "Mean Girls" or "Gossip Girls" can make teens think catty behavior is appropriate. They advise parents to spend time with their teens and talking to them about what's going on in their lives.

They said for parents who feel their child needs help with bullying or relating to others at school, there are several programs to help.

For More Info

Learn more about relational aggression/bullying and find helpful solutions at this Web site
This Web site is devoted to helping dads raise daughters and open lines of communication.

‘The Alpha Effect’. Assessing how boys and girls influence each other

[Newsweek, Jan 2, 2008]


Evan Thomas

A few years ago a dean at Dartmouth College remarked to some friends that she was a little disappointed by the progress of coeducation at Dartmouth, an excellent and famous school but one with a long and well-earned reputation for hard-drinking fraternity boys. After Dartmouth went coed in the '70s, said the dean, she had hoped that the women would civilize the men. Instead, the opposite happened: the men made ruffians of the women.

I thought of that remark when I read an article in the January issue of Harvard magazine about Dan Kindlon, a clinical psychologist and adjunct lecturer at the Harvard School of Public Health and the author of a book, "Alpha Girls: Understanding the New American Girl and How She Is Changing the World" (2006). Kindlon speaks approvingly about watching his daughter Julia, a softball catcher, defending the plate against a base runner, another girl, who knocks her down. A little scraped and bruised, Julia picks herself up and feels a sense of pride. "It was a character-building experience that very few girls growing up in an earlier generation had a chance to have," says Kindlon. "People who say that girls aren't competitive and don't enjoy winning have never gone to a game and watched!"

Kindlon reports signs of the "alpha girl" psychology not just in the "mean girl" type that has long dominated the high-school cafeteria but in all girls. It's a legacy of "emancipated confidence" bequeathed by feminism over the past three or four decades—almost two generations by now. In the '80s and '90s psychologists worried about young teen girls losing their confidence, but those fears have abated as these girls have plunged into the male world as equals (and even superiors: girls are at least marginally better at the skills and work habits that get you into college these days and now count for majorities of the entering classes at law and medical schools).

Girls may be becoming "alphas," but I think Kindlon is missing something here. By becoming more aggressively confident, girls have sacrificed qualities that more boys should aspire to or seek to emulate. Along the way, an early premise of feminism has been distorted, if not turned upside down. In the early '80s Carol Gilligan, who held the first chair in gender studies at the Harvard Graduate School of Education, "lamented that girls in their teens compromised their authenticity to fit gender roles, thereby 'losing their voice'." Girls were more naturally into relationships and sought consensus, whereas boys prized individuality and cared about justice, Gilligan wrote. Apparently, these days the girls have become more like boys—tougher, more aggressive about asserting their individuality. But that's not what Gilligan and an earlier generation of feminists, including that Dartmouth dean, were hoping for: they wanted the boys to become more like girls, softer and kinder, if you will, but also more emotionally mature about human relationships.

I see the "alpha effect" at Princeton, where I teach a course on narrative writing. The women are strong and confident and often outperform the boys. They are as career-minded and focused as their male peers. But there are some shadows. Not a few of them seem sad about a social system that prizes the one-night hookup and downplays (and indeed has pretty well eliminated) courtship. There is probably less heedless college sex than parents fear, and we should be thankful for the confidence and toughness that many girls show. Still, it's too bad that the boys have not progressed as far as the girls. The Dartmouth dean was right: the girls could have a civilizing effect on the boys. But I don't think it will happen until the girls insist on it—that the boys treat them with more respect.

Body Image and the Appearance Culture Among Adolescent Girls and Boys

Body Image and the Appearance Culture Among Adolescent Girls and Boys: An Examination of Friend Conversations, Peer Criticism, Appearance Magazines, and the Internalization of Appearance Ideals.

by: Diane Carlson Jones, Thorbjorg Helga Vigfusdottir and Yoonsun Lee

This research evaluates the contributions of three dimensions of appearance culture (appearance magazine exposure, appearance conversations with friends, and peer appearance criticism) and body mass index (BMI) to internalization of appearance ideals and body image dissatisfaction. Four hundred thirty-three girls and 347 boys in Grades 7 through 10 responded to several measures on a self-report questionnaire. The results of path analyses indicated that Internalization mediated the relationship between Appearance Conversations With Friends and Body Dissatisfaction for both boys and girls. In addition, Internalization, Peer Appearance Criticism, and BMI made direct contributions to Body Dissatisfaction for boys and girls, although the strength of the relationships varied by gender. The proposed mediated relation between Appearance Magazine Exposure and Body Dissatisfaction was confirmed only for the girls. The findings provide needed information about the contributions of the peer appearance culture to internalization and body image disturbances for adolescent boys and girls.

Friendships, Peer Influence and Peer Pressure During the Teen Years

[August 2007]

María R. T. de Guzman. University of Nebraska.

Male teachers: A strong answer to peer pressure

Telegraph.co.uk, 01-08-2007


As a survey of eight to 11-year-olds reveals that 39 per cent of boys have no male teachers, former teacher Kurt Browne explains why male role models in schools are vital

He was one of the brightest boys in the year, with supportive parents but when he was 15 he suddenly stopped trying.

He left school at 16 with two GCSEs and two children by different girls. He felt very proud of himself. I'm convinced that one of the reasons that made it cool for him not to care was the power of his peer group.

Peer pressure is one of the strongest influences on boys today and one reason why so many are leaving school with no qualifications and virtually no chance of getting a job.

The absence of positive male role models in many of their lives - at home and particularly in the school environment - means that their peers are the only people they have to judge themselves against.

More male teachers in primary schools mean we could pre-empt this problem. Once boys reach year 10 (at 15), a surge of masculinity takes over and they will want to assert their authority, and challenge both parents and teachers.
The teacher's battle is then against testosterone, the peer group and the street where the culture is never to back down to authority no matter what.

I have spent all my adult life trying to help disaffected boys. I was born in Trinidad but came to London when I was 19 because my father could see I was mixing with the wrong crowd at home.

I did ''A'' levels followed by a teaching degree then, in 1984, became a youth worker in the tough Stonebridge Estate in north-west London.

I met many parents in despair because their children were failing in school so I decided if I wanted to make a difference, then I would teach.

I taught RE and PE for 20 years in comprehensives and in 2000 I became the lead learning mentor in my school, supporting children through their problems and motivating them.

Many former pupils have told me that I've been like a father to them.
Some parents have low expectations for their children and that is another reason for failure. Boys in particular don't value education.

They don't see men succeeding in the professional world so it doesn't occur to them that they could make something of themselves.

Schools are at fault here, too. Due to the immense pressure on teachers to gain results, students are spoon-fed and trained to pass exams, rather than encouraged to think for themselves.

Instead schools must help children learn to take responsibility for their education and their lives. After all, school is the most powerful influence on youngsters after their parents.

We can't change a child's mother or father, but schools can provide the environment for change, and provide the right role models for them.

Without male teachers as an alternative role model, the influence of peers and street culture is all-powerful. Boys want to be part of a club or gang.
Teachers need to be trained to challenge that but not in front of a child's peers. You have to do it one to one, because that is when you see the real child without bravado.

It's pointless sending a child home if he or she has done wrong. They see it as a welcome day off to watch television or play computer games.

Instead schools should have a special unit where a child who misbehaves goes for the day and is counselled about his behaviour -somewhere he can work away from his peers and go home after the other children.

We need to build up a culture of education; ditch political correctness and give teachers the means to do the right thing.

We have to make it cool to learn rather than cool to be deviant, and to do that we need more men in the classrooms to show young boys that there is another path they could take.

· Kurt Browne was talking to Angela Levin