The Role of Schools in Developing Sex Role Attitudes
I would like to discuss in this paper the role of schools and the educational process in transmitting and developing healthy attitudes toward sex roles. I will take the approach that in order for this to be accomplished, we must examine the behaviors and attitudes both of those who are educating and those who are being educated. My observations and data will be drawn from the environment with which I am most familiar, the American public education system, but I will also attempt to extend my remarks to include salient aspects of the educational systems of other cultures as I know them or have reports of them.
Sex Bias in Educational Testing: A Sociologist's Perspective. Research Memorandum No. 74-13.
Several criteria for assessing. bias in educational tests are presented end discussed. These criteria were developed in accordance with basic notions of fairness, equality, and expanded .life options for women. In terms of prescriptions for test , . _'.,:develdpers the criteria are: (1) tests should be constructed of items which contain either no sex references or equal sex references; (2) status of males and females within the test should be equal; (3) item content should not reinforce traditional sex stereotypes. Tests currently in 'use may be considered biased if:. (4) item content in terms of male-or female statuses or stereotypes affects the "performance of males or females differentially; (5) the test predicts differentially for males and females; (6) the test is, normed separately for males and febiales unless separate norms are used to 4 insure balance in selection; (7) the test is constructed so that female futures may be separated from male futures. (Author/RC)
A Cross-National Comparison of Sex and Socio-Economic Differences in Aptitude and Achievement.
DOCUMENT RESUME 24 TM 000 516 Peck, Robert F. A Cross-National Comparison of Sex and Socio-Economic Differences in Aptitude and Achievement. Texas Univ., Austin. Office of Education (DHEW), Wasnington, D.C. Feb 71 OEC-5-85-063 13p.; From symposium "Some Implications of Cross-National Research for a 'Universal' Theory of Coping Behavior," presented at the Annual Meeting of the American Educational Research Asociation, New York, New York, February 1971 EDRS Price MF-$0.65 HC-$3.29 *Academic Achievement, *Academic Aptituda, Behavior Patterns, Comparative Testing, *Cross Cultural Studios, Cultural Differences, Elementary School Students, Secondary School Students, *Sex Differences, Social Differences, Sociocultural Patterns, *Socioeconomic Influences, Testing Programs Eatterns of sex and socioeconomic differences in aptitude and achievement were compared among eight countries. A universal pattern appeared in which higher status children scored better than lever status children in aptitude, achievement, and school grades. Peer reputation largely ran the same way, with mild exceptions. The social differences in aptitude are generally less than the differences in achievement, although some countries appear to be approaching effective equality of educational opportunity. No notable systematic sex differences in performance were observed. Where differences appeared, cultural differences seem to be responsible. To the extent that school achievement is itself an important aspect of coping behavior, the socioeconomic bias evident to some degree in all countries constitutes something of a deterrent to the optimal development of working-class youth. However, this prejudice is not so complete a deterrent to equality of learning as it potentially could be. Finally, assumptions about the invariant nature and the comparability of the "same" measures in differJrit cultures need to be critically scrutinized. The "same" measures either are not functionally the same, often, or their results are significantly altered by other influences which may be peculiar to particular societies. (Author/GS) A CROSS-NATIONAL COMPARISON OF SE% AND SOCIO-ECONOMIC DIFFERENCES IN APTITUDE AND ACHIEVEMENT Robert F. Peck The University of Texas at Austin U.S. DEPART SFFNT OF HEALTH. EDUCATION A r.ZLFARE OFFICE OF EDUCATION MS DOCUMENT HAS SEEN REPRO1U.:ED EXACTLY AS FECUVED FROM THE PERSCM OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS VAT.° DO NOT FECES SARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY This paper was presented in the symposium, "Some Implications of Cross-National 0 Research for a 'Universal' TheoYy of Coping Behavior," at the annual meetings of the American Educational Research Asaociation, New York City, February, 1971. Q