Stereotypes In Alvermann, Phelps, And Ridgeway

In Alvermann, Phelps, & Ridgeway (p 43) A great deal of emphasis is currently placed on participatory student-centered literacy learning in small groups, such as literature, science labs, and school-related service learning projects. However little attention has been paid to how students’ use of gendered language in those groups can lead to harmful stereotyping, especially when the language of their texts reinforces certain stereotypes. As a science teacher, simply separating students into groups for labs are the norm. Science is built on cooperative learning which can lead to gendered language and stereotype. For instance, Several science teachers have genetic lab roles for their groups.
Role 1-
Project Director (PD) The project director is responsible for the group. Reads directions to the group · Keeps group on task ·Assists with conducting lab procedures
Role 2-
Materials Manager (MM) The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab. Picks up needed materials · Organizes materials and/or equipment in the workspace · Facilitates the use of materials during the investigation ·
Assists the PD with keeping the group on-task · Conducts lab procedures · Reports any accident to the teacher · Keeps track of time · Assists the MM as needed. Over the years we notice that when we let students choose their roles, Males will automatically choose project director and safety director while they dictate the other two roles for the female. I observed that my males students did not want to clean, organize or write data. To rectify this, we choose students