the sorting project lower school diversity committee 2009
DESCRIPTION
Process -Letter to teachers asking for help doing survey -Survey of students -Data entered into database -Students investigated data, sorted, invented hypotheses -TBD - bulletin boards, book, other visual representationsTRANSCRIPT
The Sorting ProjectLower School Diversity Committee
2009
Mission• Create a written and visual exploration
of gender similarities and differences
• Analyze gender’s influence on student’s interests, choice of activities, feelings about family, friends and education
Process- Letter to teachers asking for help doing
survey- Survey of students- Data entered into database- Students investigated data, sorted, invented
hypotheses- TBD - bulletin boards, book, other visual
representations
Worksheet
Sorting Card
Favorite Part of School
Student Sortingresults of “Favorite Part of School”
Students were asked to divide the big yard group - how?
Of six groups of Second Graders, only one group thought of “boys and girls” as a way to divide students.
Fourth Graders, when asked the same question, thought of dividing by sex immediately.
Fourth Grade Hypothesis(after school activities)
Electronics“After school, I like
to… watch TV, play DS, play video games, etc.”
- 18 boys, 8 girls- PreK/K category
equal to 4th Grade
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“After school I like to… do homework.”
Homework“After school I like to…
do homework.”- 2nd Graders like
homework more than 4th Graders
- Girls are more likely to say it’s what they like to do
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“In the summer, I like to… ride my bike.”
“In the summer I like to…
go swimming.”
What We Would Change• We should have been more explicit with
survey directions– students needed to pick ONE favorite answer– teachers needed more guidance (they WERE
allowed to say “Yard” as a favorite but some teachers told them they could not).
• Phrasing of questions about family and friends made responses hard to categorize and responses may have been conditioned