新编大学英语book4 unit3 课文

新编大学英语book4unit3课文新编大学英语book4unit3课文新编大学英语book4unit3课文资料仅供参考文件编号：2022年4月新编大学英语book4unit3课文版本号：A修改号：1页次：1.0审核：批准:发布日期：GenderRolesfromaCulturalPerspectiveOverthepastfewdecades,ithasbeenproveninnumerabletimesthatthevarioustypesofbehavior,emotions,andintereststhatconstitutebeingmasculineandfemininearepatternedbybothheredityandculture1.Intheprocessofgrowingup,eachchildlearnshundredsofculturallypatterneddetailsofbehaviorthatbecomeincorporatedintoitsgenderidentity2.Someofthislearningtakesplacedirectly.Inotherwords,thechildistoldbyothershowtoactinanappropriatelyfeminineormasculineway.Otherdetailsofgenderbehavioraretaughtunconsciously,orindirectly,asthecultureprovidesdifferentimages,aspirations,andadultmodelsforgirlsandboysRecently,forexample,astudyofAmericanpublicschoolsshowedthatthereisaculturalbiasineducationthatfavorsboysovergirls.Accordingtotheresearchers,thebiasisunintentionalandunconscious,butitisthereanditisinfluencingthelivesofmillionsofschoolchildreneveryyear.DoctorsDavidandMyraSadkervideotapedclassroomteachersinordertostudysex-relatedbiasineducation.Theirresearchshowedthatmanyteacherswhothoughttheywerenon-sexistwereamazedtoseehowbiasedtheyappearedonvideotape.Fromnurseryschool3topostgraduatecourses,teacherswereshowntocallonmalesinclassfarmorethanonfemalestudents.Thishasatremendousimpactonthelearningprocessforingeneral,thosestudentswhobecomeactiveclassroomparticipantsdevelopmorepositiveattitudesandgoontohigherachievement.Asamatteroffact,inthelate1960s,whenmanyofthebestall-women'scolleges4inthenortheasternUnitedStatesopenedtheirdoorstomalestudents,itwasobservedbyprofessorsandwomenstudentsalikethattheboysweretakingover"theclassroomdiscussionsandthatactiveparticipationbywomenstudentshaddiminishednoticeably.Asimilarsubordinationoffemaletomalestudentshasalsobeenobservedinlawandmedicalschoolclassroomsinrecentyears.ResearchdonebytheSadkersshowedthatsometimesteachersunknowinglypreventedgirlsfromparticipatingasactivelyasboysinclassbyassigningthemdifferenttasksinaccordancewithstereotypedgenderroles.Forinstance,oneteacherconductingascienceclasswithnurseryschoolyoungsters,continuallyhadthelittleboysperformthescientific“experiment”5whilethegirlsweregiventhetaskofputtingthematerialsaway.Sincehands-onwork6withclassroommaterialsisaveryimportantaspectofearlyeducation,thegirlswerethusbeingdeprivedofavitallearningexperiencethatwouldaffecttheirentirelives.Anotherdimensionofsex-biasededucationisthetypicalAmericanteacher’sassumptionthatboyswilldobetterinthe“hard”,“masculine”subjectsofmathandsciencewhilegirlsareexpectedtohavebetterverbalandreadingskills.Asanexampleofaself-fulfillingprophecy,Americanboysdo,indeed,developreadingproblems,whilegirls,whoaresuperiortoboysinmathuptotheageofnine,fallbehindfromthenon7.Butthesearecultural,notgeneticpatternsInGermany,forexample,allstudies8areconsidered"masculine,anditisgirlswhodevelopreadingproblems.AndinJapan,whereearlyeducationappearstobenon-sexist.Bothgirlsandboysdoequallywellinreading.Thedifferentattitudesassociatedwiththeeducationalprocessforgirlsandboysbeginathome.Onestudy,forexample,showedthatwhenpreschoolerswereaskedtolookatapictureofahouseandtellhowfarawayfromthehousetheywerepermittedtogo,theboysindicatedamuchwiderareathanthegirls,whogenerallypointedoutaverylimitedareaclosetothehome.Insteadofbeingencouragedtodevelopintellectualcuriosityandphysicalskillsthatareusefulindealingwiththeoutsideworld,asboysare,girlsarefilledwithfearsoftheworldoutsidethehomeandwiththedesiretobeapprovedoffortheirgoodnessandobediencetorules9.Theselessonscarryoverfromthehometotheclassroom,wheregirlsaregenerallyobservedtobemoredependentontheteacher,moreconcernedwiththeformandneatnessoftheirworkthanwithitscontent,andmoreanxiousaboutbeing"right"intheiranswersthaninbeinginte