Write a 3–4-page evaluation of gender and education in the United States.
This assessment asks you to consider the ways gender may concretely impact a major societal institution.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
The Assessment 4 Context document reviews key findings from research on gender. You may wish to review the document for an overview of these key concepts and ideas.
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
For the following questions, refer to the Resources (under the Internet Resources heading) for links to the Lieberman resource and the Barr resource:
Barr, K. R. (2013). Male and female communication styles [Web log post]. Retrieved from http://www.livestrong.com/article/188130-male-and-…
Lieberman, S. (n.d.). Differences in male and female communication styles. Retrieved from http://www.simmalieberman.com/articles/maleandfema…
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The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
Many experts believe that education in the United States is gendered. That is, boys and girls are educated and treated differently throughout their academic careers. For this assessment, write an evaluation of gender and education in the United States. Address the following in your evaluation:
Use the Capella library to locate current journal articles pertaining to gender-specific training and education, and refer to at least four of those resources in your evaluation. Note: If you use Internet sources, they must be credible. For example, Wikipedia and YouTube are not credible resources.
We enter a gendered society at birth and continue to receive messages about gender throughout our lives. (Wood & Bodey, 2011, p. 100). Is gender learned? Are we born with a specific gender? What does the research suggest? These are the questions we often consider when we study gender.
As you explore these questions, think about how foundational pieces of our identities are shaped throughout our life. It is important to understand that our identities are formed by our culture and other key influences that shape who we are as we grow and develop. The truth is that we do not passively receive gender, but, rather, we select messages to accept or reject over time.
Fixmer-Oraiz, N., & Wood, J. T. (2019). Gendered lives: Communication, gender, and culture (13th ed.). Boston, MA: Cengage.
Wood, J. T., & Bodey, K. R. (2010). Gendered lives: Communication, gender and culture [Instructor’s Resource Manual]. Beverly, MA: Wadsworth.