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How does gender roles and identity affect QU culture when interacting on and off campus? -Jessica M. 

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How does gender roles and identity affect QU culture when interacting on and off campus? -Jessica M. 

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After reflecting on Slide 13, I would say that gender roles and identity do not outwardly  affect how I act on or off campus. I believe that I act the same around everyone, but I will admit that is my own perspective. I would add that I consider myself a privileged person who may not need to assimilate into preferred gender roles or the QU culture. It may be harder for minority groups who are not as easily accepted to feel the need to act differently in certain settings. I also think that not attending QU as an undergraduate student has influenced how I act. If I did attend QU during undergrad, I may feel the need to assimilate into what everyone else does because that has become the norm for me. However, I feel grounded in who I am, and do not feel the need to find validation through another person's perceptions of me.

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My personal experience at QU showed me a lot about gender roles and identity, and how this affects the culture at QU. I could think of a few differences when thinking topically about our male and female students; the fraternities have houses but the sororities don’t, and my major at least was mostly female in general - but I really noticed our culture change when I thought about individuals who did not fit into the category of ‘male’ or ‘female’ or did not match the gender ‘role’. Our campus and our community definitely have some growing to do in terms of inclusivity, and this is noticed a lot in terms of gender and sexual identity. I remember when I was at the activities fair my freshman year, we passed the GSA group tabeling and I was about to write my name on the email list and my roommate made a horribly derogatory comment at them. I remember a girl in my freshman dorm having to move rooms because her roommates wouldn’t stop harassing her because she was a lesbian - so she made them uncomfortable. I had a lot of interactions with students like this, and I even had my fair share of being a ‘have not’ identity wise. While it is not a blatant issue, and I do not notice it at all in graduate school, living on campus definitely gave me an inside look on QU’s culture and opinions towards this, and being anything but the stereotypical ‘male’ or ‘female’ still makes you a have not in QU’s environment.

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Having only spent a semester and a half as a QU student, and since I live off campus and only attend the North Haven campus, I found it a bit difficult to consider how gender roles and identity affect QU culture. I was, however, thinking about how the education program (both elementary and secondary) is very female heavy. Most of the students in the program and even our professors are women and identify female. I imagine this must make it difficult for my male colleagues who walk into classrooms full of women and that are taught by women. Often my colleagues and I step into the women's bathroom to chat quickly about a topic we discussed in class. Male students are excluded from these conversations since they are not allowed in the women's bathroom. Thus, I have not gotten as close or spent as much time digesting content with my male colleagues as female since they are excluded from this conversation.

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How do gender roles & identity affect QU culture? - Billings White

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How do gender roles & identity affect QU culture? - Billings White

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When I think about the impact that gender has had on my experience at QU, the most obvious observation I can make is that the majority of my classmates and professors are female. Prior to attending QU for the MAT program, I assumed that the primary education field was majority female based on my personal experiences going to school. I believe that this is largely because traditional roles for women revolved around them being caretakers, specifically for children. As a result, women in society are more inclined to obtain careers in education as opposed to men who are often expected to do more masculine jobs. I disagree with these kinds of out-dated ideas about gender roles as people should be free to pursue whatever they're interested in. Despite this, QU has allowed me to appreciate the women in this field who have dedicated years of their life to ensuring that the next generation is not only educated, but also are well-rounded individuals who can empathize with their communities. It has allowed me to also befriend various classmates that I may have never interacted with simply because of their gender. These kinds of interactions can help men and women understand each other and further break down the traditional gender roles that have prohibited people from living free of judgement for simply doing what makes them happy.

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How do gender roles & identity affect QU culture when interacting on & off campus? How do you interact > Alexis Krantz 

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How do gender roles & identity affect QU culture when interacting on & off campus? How do you interact > Alexis Krantz 

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I will be honest in saying I really don’t interact with the QU campus or the culture around the campus as a commuter. I will say that at my internship there is a lot of stereotypes that have been around for ages, we have only one male English teacher, and three female math teachers. A lot of the kids fall into gender stereotypes at the school level as well, though what electives they like best, how they feel they should perform in gym, what subjects they want to be good at. No one has challenged the kids at my school to think outside of the gender norm box. Because I intern at a middle school, the kids are just forming into their own identities and when that happens a lot of kids can be very judgmental of things they don’t understand or aren’t like them. I am very big into the acceptance of all and the challenging the concepts and boxes that we as educators and as people want to put kids into.

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How do Gender Roles and Identity Affect QU Culture? -Philip Nunes

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How do Gender Roles and Identity Affect QU Culture? -Philip Nunes

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So the first thing that came into my mind when I read this question was about the various groups that are split via gender within Quinnipiac and Universities in general. Groups such as Frats and Sororities and men and women's sports teams for example. I also thought about how there are certain degrees and programs that are often known to be almost completely dominated by one gender. However, with all that being said though I do feel that a type of shift has begun which has started addressing these gender roles. And I think a big reason for that shift is due to the communication that has begun coming from students and faculty. Many of them have begun speaking towards changing these predefined gender roles, and while changes and shifts do not occur over night it is important to take that initial first step.

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The majority of students who attend Quinnipiac University are female. According to the US News, during the Fall 2020 semester, the student population was 38% male and 62% female. This statistic can be noticed while walking through any of the school campuses. Having a larger population size may allow them to have more of a voice in the school compared to the male population. Majors offered at this university may also impact this statistic such as health sciences. Typically those jobs, such as nursing, or thought of as “woman's” work, increasing the number of females who attend this school. However, I personally disagree with the stereotypical view of job roles based on a person's gender.

This statistic can also be seen in the Elementary MAT program. There are thirteen students, and only three of those are male. These three students are going to be exceptional teachers and have been wonderful interns. Their placements are lucky to have them. The world needs more teachers like them.

At my placement, there is only one male general education teacher. He teaches sixth grade. The art and gym teachers are also males. Other male figures at the school include the principal and janitors.

Teaching, especially at the elementary level, may be seen as “motherly” work. Adjectives connected to the word teacher include patient, kind, gentle, and caring. Typically, people may also associate these terms with women. They have a stereotypical image of what a teacher should look like. A person's gender identity, role, or expression does not determine what societal role a person may have or how great a teacher may be.

In the future, I hope that these statistics change.

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Gender Roles and Identity Affect QU Culture- Anthony

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Gender Roles and Identity Affect QU Culture- Anthony

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At Quinnipiac, I first thought of with my classes and professors, moat are female. Given my experience throughout education, I know this profession is mostly female. I think this is because of roles and what people are interested In doing. Quinnipiac as made me appreciate understanding the roles that come with gender, given most are female.  Off campus, I see gender roles and identity throughout my internship. Including me, there are only a handful of males working on a day to day basis with the kids. A gender role that I believe we see less of is female principals. My internship has a male head principal, and the assistant principal is female. I have seen them work together regardless or their gender roles and make my internship a safe, positive, enriching environment for the students to learn. Overall, I believe no matter what gender you are, you should be able to go into any fieldwork you desire to put effort and time in.

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With not being on main campus at all and only attending class at night on the North Haven campus I do not have a lot of knowledge about how gender roles and identity affect QU culture. One thing related to gender roles that I see in the MAT program is that most students in the program are female. I think society has always deemed teaching as a profession for women and that can be seen in a majority of teachers being female. I disagree with the idea that jobs should be categorized for only certain genders because the profession is losing great potential teachers. How this could play into affecting QU culture is because many prospective male students might not think to apply to an education program because they do not fit into societies old idea of what a teacher should look like.

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While I attended Quinnipiac for both my undergrad and now my graduate degree, I would say that gender roles and identity did not affect me as a person, on how I interacted on or off campus. I commuted during my undergrad so I didn’t spend that much time on campus, but when I did, I noticed that gender roles played a huge component in the different majors. For example, the nursing and MAT programs are mostly composed of women. While engineering and criminal justice, were mostly composed of men. A place where I experience gender roles would be when I work at the Fire Department. Working as a firefighter/EMT is supposed to be a “mans” job. There are not a lot of women in this work environment because society believes that women can’t do the job and that women are weak. Thankfully, I’ve never experienced anything negatively at my fire department and only genuine support, but not every woman in this work environment receives that. If there was no opinion of what the world thought of what men and women should do for a career, we would hopefully, see a mixture of women and men in education, nursing, engineering, and EMS/Firefighting.

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I do not spend that much time on QU's campus but I can speak to the make up of my MAT class. The majority of students in the MAT program are women. I can say that I have had two male teachers during the two semesters of my program. When I look at the make-up of my internship school, the majority of teachers are women. There are are few distinctions, in the two schools I have interned in, both P.E teachers have been male. At my current school, all of the specials teachers (art, music and gym) are male except the media teacher.

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Gender roles and identity

I will comment on the topic as it relates to my work place. I teach full time. My suburban high school has primarily 96% female teachers, all teachers on the entire faculty except three are white. There is very little diversity. The admin team is primarily male and historically has been. Among many young male and female teachers, I find a lot a cliques. All my classes except one for the MAT program have been on-line and hence my interaction with other QU students has been minimal. However, when I did my undergrad at QU, I clearly saw how some students had so much more materialistically than others and it reflected in their fancy cars, clothes, and hanging out with others with similar well to do students. I think it is the same today and those that have money are not hesitant to show it. At one time in 2006, I was in a future teachers meeting at Qu, and I was the only male student in attendance.

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I cannot speak much to the affect of gender roles and identity at QU because I did not attend for undergrad. At my undergraduate school I was in a male majority major and could sometimes see the effect of gender roles in group work when the female students would end up with the tasks related to note taking, writing, and organizing posters/power points.

Now in a female majority major/profession I think that it is important to encourage men to go into education because it has been historically considered a female role. Something that I think should be discussed within the profession is that while the majority of teachers are female, administration and superintendents are disproportionally male. Just because the profession is predominantly female does not mean that misogyny is not present or that it is not propagated by women. I once heard a female teacher say that it is so much better to work for a male principal than a female one. Rather than associating favorable or unfavorable traits to the individual they ended up being attributed to gender. I think that it is important to be conscious of the many different ways that gender roles affect the profession so that we can work to make it more equitable and inviting to all gender identities.

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Since I only attend class on the North Haven campus, I do not have a lot of knowledge when it comes to gender roles affecting QU culture. One thing that I have noticed related to gender roles in the School of Education at Quinnipiac University is that most students in our program, as well as professors, are female. At my internship there are only 3 male teachers out of about 30 staff members in our entire school. There are probably many male educators who with to pursue a career as a teacher but may not because it is looked at as a female profession. I disagree with the idea that certain genders should be categorized into certain professions because of the way society views them.

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At QU there are more female-identifying students than male students so the environment is much more than it would be in most environments. Even though that is true, in undergrad I had more male professors than females. Education is a more female-dominated field which is surprising, but it seems like when it comes to high education there are more male professors. This program is unique because there is the majority of female teachers. Within the athletics department, there are more female sports than male because of the population of the students, and for the most part, the roles of coaches for the women's sports are filled by other women yet the role of athletic director and higher-up positions are male-dominated. Within the student organizations for roles such as President, VP, and such I have noticed that they are held by female students which again seems to be something that is unique for QU compared to other universities. When it comes to the way things are divided by majors, things such as psychology, nursing, and education are female-dominated while engineering and business are male-dominated
At my internship, there are only 6 male teachers/paraprofessionals which is not surprising. I hope that changes because the interactions the kids have with the male teachers are interesting and amazing to watch and they seem to have slightly more fun with them.

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Gender roles and Identity affect QU? Colby M

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Gender roles and Identity affect QU? Colby M

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When it comes to gender roles and identity at Quinnipiac it did not affect me even though I am a male where at the university it is a majority female enrollment. In my undergrad I was in the School of Business and most of my classes were evenly split between male and female students with a mix of professors as well. However, being on main campus for undergrad you can see what majors are female dominant such as any health related major or education when talking to students on campus in what their major is. On top of this I am a veteran and I see more male veterans attending the university then female out of our 200 veterans on both campus which shows a different statistic then the general population.

When it comes to the MAT program I notice that it is female dominant where 10 out of the 13 students in my classes are female because most males may think that teaching is a female dominant career and don’t pursue it. I believe this as a thing of the past and more males should be pursuing a career in education because we have an important role in education as well. Although being a male in the program and all of my professors being female I have learned so much from them and my peers when it comes to the education field and has allowed me to learn to become a better educator from various discussions we have in class. I believe we need to breakdown the traditional thinking of the educator’s role of being a female field because students need to have various gender educators in their life’s. In my internship I am one of four male educators in the school. One is the physical education teacher, the other the music teacher and the last is our vice principal. Seeing this has caught my attention multiple times on how none of these students will have a general education male teacher while attending elementary school. We need to have more male teachers because I see how students react differently to me because some of them don’t have male figures in their lives and need to see that we can have a positive impact on not only their education but their life as well.