https://padlet.com/jana_kaopuiki/4kg3szqqiung en-us 2017-01-25 00:44:03 UTC 2025-12-04 05:01:34 UTC hello@padlet.com jana_kaopuiki https://padlet.com/jana_kaopuiki/4kg3szqqiung/wish/149203738
representations of sex/gender are important to development --> role models across domains (p.203-204)

language and literacy are learned skills (201) --> they are subjects that should be formally taught 

reading is strongly influenced by a child's environment --> increase boys' reading time and spark their early interest in the printed word (183)

standardized tests should persist as an indicator of success --> explore test-taking strategies that respond to the experiences of girls

boys are disproportionately screened for learning disability --> more varied/sensory activities in the classroom

girls have adverse effects to engaging with particular knowledge types/subjects (i.e. computer science, brain) --> more & earlier exposure to "gendered" learning

girls like to build --> purposeful purchase (and development) of different types of toys that encourage building

girls are concerned with how their actions help humanity (248) --> different viewpoints on usage of knowledge

conversational dominance if determined by speaker's power or status --> greater awareness on teacher/adult's part of boys monopolizing conversation or making fun of girls' responses




]]> 2017-01-25 00:57:15 UTC https://padlet.com/jana_kaopuiki/4kg3szqqiung/wish/149203738 kribay https://padlet.com/jana_kaopuiki/4kg3szqqiung/wish/149203750 IF//THEN:
- spatial skills difference (p. 216)//-integrate into play, more practice, provide models/manipulatives
- boys diagnosed with dyslexia 2X as often as girls (p. 196)// clearer criteria for referrals/ diagnosis
- recommends limiting screen time (p. 205)// is this outdated advice? using screens to engage boys in reading and stories
- girls choosing majors/ AP classes tend to select out of STEM// guidance counselors suggesting science majors/ courses to students with aptitude (curious about 2017 numbers?)
-Boys struggling with penmanship (p. 184)// offering alternatives to write/ express knowledge that rely less on handwriting 
- differences are often less meaningful than they are portrayed in media, etc// explicitly addressing misconceptions, teaching statistics in a way that combats misinterpretation





*is there a gender-neutral version of "paint technology pink"- encourage girls in science without making science a girls activity






]]> 2017-01-25 00:57:24 UTC https://padlet.com/jana_kaopuiki/4kg3szqqiung/wish/149203750 asawiris https://padlet.com/jana_kaopuiki/4kg3szqqiung/wish/149204119 IF the brain changes in response to its experiences--then we have to be deliberate about making experiences for boys and girls similar. 
EX: find ways too hook children into doing the same activities 

IF standardized tests cater more to boy's strengths--then there needs to be more effort toward incorporating testing items that allow for girls to demonstrate their strengths

IF gender roles are socialized--then schools can bring in examples of role models that deviate from the typical gender roles (women in positions of leadership, male nurses, male artists

IF gender roles are socially constructed and there is actually very little biological difference--then schools can educate children on what gender really is and empower them to choose

]]> 2017-01-25 01:01:38 UTC https://padlet.com/jana_kaopuiki/4kg3szqqiung/wish/149204119