Gender Roles

In the human development stages, identity changes occur during teenage. Erik Erikson explains better than adolescents’ transit from childhood to adults by learning various adult roles (McLeod, 2018). However, there is chaos around gender roles in the united states, mostly because of divisive opinions by the public towards LGBTs and Title VII. Educators may thus adopt the following philosophical plan and structure to promote and respect diversity.

The class structure should be focused on promoting diversity and student-oriented. Some critical elements of such as class include a classroom milieu. The milieu may be a decoration of a multifaced approach towards gender and roles in a manner that is neutral (Hill, 2016). The classroom arrangement and supplies foster inclusion and diversity. The layout may vary but should encourage dialogue, discussions, and class collaboration. The roles and responsibilities should be delegated without discrimination, to maximize student’s participation (Thomas & Mee, 2005). The call norms and expectations should be fashioned in a way that they do not compromise on the choices of students regarding gender.

That way, a classroom would foster diversity and justice. Note that not all people fit perfectly into one social category. Therefore, educators may work to ensure that their classes are not divided or grouped along gender lines (Thomas & Mee, 2005). Firstly, educators may create classroom groups randomly, in which students would work. Secondly, they may begin by knowing the individuality of their students and understanding them. Secondly, ensure that reading materials and the class environment are neutral regarding gender role issues. Thirdly, be reflective and objective in the class discussions or when assessing students on gendered issues.  That would promote valuing diversity and supporting adolescents who are affected by changes in gender roles during adolescent development.

References

Hill, M. (2016). Five Elements of a Positive Classroom Environment for Students Living with Adversity – ASCD Inservice. Retrieved 29 June 2020, from https://inservice.ascd.org/five-elements-of-a-positive-classroom-environment-for-students-living-with-adversity/

McLeod, S. (2018). Erik Erikson’s Stages of Psychosocial Development. Retrieved from https://www.simplypsychology.org/Erik-Erikson.html

Thomas, G., & Mee, D. (2005). Changing the Learning Environment to Enhance Students’ Metacognition in Hong Kong Primary School Classrooms. Learning Environments Research, 8(3), 221-243. doi: 10.1007/s10984-005-1565-6

Thomas, G., & Mee, D. (2005). Changing the Learning Environment to Enhance Students’ Metacognition in Hong Kong Primary School Classrooms. Learning Environments Research, 8(3), 221-243. doi: 10.1007/s10984-005-1565-6