ERIC Number: EJ662584
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
ISBN: N/A
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EISSN: N/A
Available Date: N/A
The Gendered Classroom: How Understanding Gender Identity Improves the Performance of Secondary and Post-Secondary Students.
Slavkin, Michael; Hamon, Joyce
Indiana Reading Journal, v33 n3 p35-45 2001
Discusses how the writing classroom can impact students' understanding of self-identity. Shows how using writing as a student-centered, collaborative activity can provide high school and college students with a better understanding of who they are as individuals. Shows high school and college students how gendered characteristics relate to demands and scripts mandated by their communities. (SG)
Descriptors: Class Activities, Cooperation, Educational Research, Gender Issues, Postsecondary Education, Secondary Education, Sex Role, Sexual Identity, Writing Instruction
The Indiana State Reading Association, Don Hillyard, 305 S. Taft Avenue, Evansville, IN 47714.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
