| This dissertation is to analyze the unequal information that is hidden in the hidden curriculum in school using the sociological method. First, on the school level, gender equality is not reflected in the non-substance intellectual culture, that is, the students' intellectual environment, such as the books in the library, the newspaper, the periodicals and the well-known sayings by the famous persons that are put up on campus, etc. There is also information of strong masculinity and weak femininity in the power constitution in the school, for example, there are more male teachers as the grade goes higher; also more male teachers who teach subjects that enjoy more popularity; and more male school leaders. Second, on the class level, there are usually more interactions between teachers and male students, such as more questions, more praises and criticism, more open-ended questions and more concrete evaluations for male students' answers. One of the unpleasant experiences for girls is that they are likely to suffer sexual harassment in school. According to the studies of AAUW and The Chinese University of Hong Kong, there are quite a few female students who have suffered sexual harassment in school, but the so-called protective measures for girls failed to touch the fundamental causes. Third, serious gender inequality in the primary and secondary school textbooks in our country, for example, there are not only more male characters but also they are gifted more superior characters and are describing to have jobs that have more prestige and higher salary.Six junior middle school teachers are interviewed using the qualitative research method and tried to analyze their ideas on gender equality. The following is the classification of the native concepts:1. "Orderly" girls and "chaotic" boys: the gender interpretation of the over heavy burden of schoolworkThe over heavy burden of schoolwork has worse influence on girls.Boys and girls have formed different characters during the process of socialization. Boys have developed a kind of "resistance" strategy while the girls "obedience" one .We can also find the explanation for the declination of girl's examination results since the second year in junior middle school which is mainly because of the declination of the results of math and physics. The girls are busy with the homework of various kinds and they can't arrange their time scientifically so they are unable to put more energy and time on math and physics. The over heavy burden of schoolwork has caused the impression of "mechanical study" of girls which has influenced the proper evaluation of girl's learning capability.2. "Anxious" girls and "relaxed" boysGirls are more anxious in three aspects. One is anxiety in examinations. Though girls have more solid foundation in knowledge, they can't reach their top in examinations. The second is that they are anxious when answering questions in class. The third is the anxiety during girl's menstruation.3.The "change-hating" girls and "change-craving" boysGirls are more dependent on an ideal teacher and they are not ready to accept a new teacher, so they are influenced more greatly if teachers are constantly changed. Girls want to do everything well so they take all the things seriously. Unlike the girls, boys can easily divert their attention and they are craving for change.4."Emotional" girls and "unconscious" boysIn terms of puppy love, the teachers think girls are emotionally impulse so they are easily falling in one-sided love. On the other hand, boys are usually unconscious of the emotional feelings so they are regarded as "simple", "naughty" and full of "potentiality", therefore they are constantly encouraged to do their best and make full use of their strength. Boys' late development becomes a kind of superiority. At the same time girls are regarded as the beginner of early love so they areblamed to be responsible for it. They can't enjoy the belief of having a bright future so they are lagging behind though they develop early.5.The... |
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