Gender Equity for Girls (Abstract)
A gender gap in technology still exists today. Female students are underrepresented in
mathematics, sciences and high-technology fields. They enroll in these learning environments at
a lower rate than their male peers. “[Females] are only a small proportion of the high-technology
workforce. And gender gaps in enrollment grow as the education level becomes more advanced.”
(National Association of Secondary School Principals Bulletin, 2000).
This review examines selected quantitative and qualitative research literature from the
past two decades. Possible causes for the under performance by girls in math and science will be
presented. This review seeks to suggest that single-gender classrooms for girls will address these
causes as a viable solution to the gender gap issue. The conclusion will recommend some
actions; actions that can provide a basis whereby we can move forward toward valid gender
equitable education for our female students. gender.pdf
| Testing and Assessment (Abstract)
With the signing of the No Child Left Behind (NCLB) Act of 2001 by President Bush on
January 8, 2002, it is clear that high-stakes testing will continue to play an important role in our
education system. This paper illustrates how standardized testing and assessment historically
discriminates against non-Whites because of its ‘one-size-fits-all’ approach. Given the increasing
diversity of American school-age children, this paper will discuss why we need to use a
multicultural approach to better understand students so we can create valid tests to produce valid
assessments for them all. The paper will examine how students’ race, ethnicity, class, and culture
directly affect their approach and performance on standardized tests and how this can skew the
assessment results. testing.pdf |
