Blog Post #5: Seven Graders and Sexism

For my reading assignment, I chose to read the chapter titled: Seventh Graders and Sexism which was written by Lisa Espinosa.  This chapter sparked my interest because I have a daughter who just finished 7th grade.  I was curious about the content that I would find in this chapter.

As a new teacher, Lisa wanted to help her students analyze media types.  She described teaching as an opportunity to help her students think critically about society's inequities.  She also wanted to bring awareness to gender inequality created by society.  

Before I outline the major takeaways from this article, I thought it would be helpful to describe Lisa's background and upbringing.  Lisa was a seventh grade teacher who taught on the South Side of Chicago.  She began the chapter by describing her upbringing as a child of a Mexican immigrant.  She discussed how the gender role responsibilities looked very different for girls and boys while growing up.  For instance, the boys were molded to become independent, strong leaders whereas the girls were groomed to become homemakers.  In other words, girls were taught how to complete all the chores, cook, obey authority and so on.  As Lisa got older,  she began to look at life differently because of the strong influence that professors such as Paulo Friere, Ronald Takaki and Gloria Anzaldua made on her adult life.

The major points presented in the article consisted of Lisa outlinging the ways she helped her seventh graders learn about the following media stereotypes:

• She taught them about the following:
• Gender and Sexism
• Examine Stereotypes
• Free Writing
• Analyzing Media

The rest of the chapter went on to describe in detail some of the ways that Lisa taught her students about the above topics.  

For instance, in regards to gender and sexism, Lisa accomplished this task by facilitating her students through a series of questions so that they can begin making connections.

• For example, she asked her female students the following:
• Why do you remain silent majority of the class while the boys talked?
• Why are you so concerned about your appearance?
• Sample male questions:
• Why do you feel ashamed to show your emotions?
• Why do you use so much homophobic language?

She also noted that they read An Island Like You by Judith Ortiz Cofer. The stories found in this book dealt with body image, peer pressure and gender expectations.  She found that this particular activity allowed her students to challenge their expectations of their lifelong goals and made them really consider what they could actually attain in life. 

In order to examine stereotypes, she asked the students to brainstorm words and phrases that are associated with the ways society thinks a man and/or lady should act.  This activity alone allowed the students the opportunity to firsthand explore gender biases, even if they didn't identify them as stereotypes.  

Free Writing consisted of granting students the space to reflect and write freely about any particular topic.  She learned that what she was teaching in class was reflective through her students' writing.  Students were opening up and becoming aware of how media/texts depicts and stereotypes men and women. 

Analyzing media activity involved the students making collages that either countered or reaffirms common gender stereotypes.  This was done because she wanted her students to critically analyze many of the popular magazines that they choose to read.  This activity was done in hopes to open their eyes and see how media perpetuates the gender stereotypes.

In the end, the biggest takeaway from this chapter consisted of Lisa bringing awareness of stereotyping to her students.  As a result of her commitment,  the students were starting to become reflective in regards to the issues brought up in class.  For instance, she stated that one of the clearest signs that students were reflecting on these issues came several weeks after during the school elections for class representatives.  One of her student asked the candidates, what they were going to do about sexism in the school and in the community?

I will conclude by reminding us of the simple fact that, in the midst of everything, we as educators, need to remember that we have the power to create a strong positive effect on our students.