### Dr. Sarah's Handout on Positive Effects

**Compiled with the help of Andrew Nestler**
#### Some quotes from research concluding that teaching methods designed to
identify and eliminate gender bias have positive effects on male
students
as well as female students

``Not only are more women and people of color likely to become
scientists,
but also more men may choose careers in science, since these improved
methods have been shown to also be attractive to white males." -- Sue
Rosser in ``Female-Friendly Science'' citing Jane B. Kahle's 1985
``Women In
Science"
``Although evolved to attract men of color, women, and others
underrepresented in the pool of scientists, these techniques have been
shown to be as successful -- or more so -- for white males." --
Cinda-Sue Davis and Sue Rosser in ``Program And Curricular Interventions"
in the
best ``The Equity Equation" citing Rosser and Kelly's 1994 ``From
Hostile Exclusion To Friendly Inclusion"

``Males who perceived mathematics teachers as treating males the same as
females tended to take more mathematics." -- Jane M. Armstrong in
``National Assessment of Women In Mathematics" in the 1985 text ``Women
And Mathematics: Balancing The Equation"

#### Here are some sources of research concluding that teaching methods
designed to identify and eliminate gender bias have positive effects on
male students as well as female students:

Susan McGee Bailey (1996). Shortchanging girls and boys. Educational
Leadership 53 (8): 75 - 79.
Kathryn A. Wheeler (1993), How schools can stop shortchanging girls (and
boys): Gender equity strategies. Wellesley, MA: Center for the
Research on Women.

The two works above appear as references in the 1998 book Feisty
females: Inspiring girls to think mathematically by Karen Karp, E.
Todd Brown, Linda Allen and Candy Allen. Portsmouth: Heinemann.

Jane M. Armstrong (1985). National assessment of women in mathematics.
Women and mathematics: Balancing the equation. Hillsdale: Lawrence
Erlbaum Associates Inc.

S.V. Rosser and B. Kelly (1994). From hostile exclusion to friendly
inclusion: USC System Model Project for the transformation of science
and math teaching to reach women in varied campus settings. Journal of
Women and Minorities in Science and Engineering, 1 (1), 29 - 44.

#### Additional References

There's an interesting article "Toward A Feminist Algebra," about
choosing good word problems, in the book Teaching the majority: Breaking
the gender barrier in Science, mathematics and Engineering, edited by
Sue Rosser. Interestingly, that article shows women's and men's track
times, decreasing, plotted with linear regressions.
Only this article uses the data to conclude that at
some point the women's times will meet the men's times (right!). i.e.
they mistakenly/fraudulently assume that the times will decrease
linearly forever (to zero??).
Myra Sadker and David Sadker (1994). Failing at fairness: How
America's schools cheat girls. New York: Charles Scribner's Sons.

Wellesley College Center for Research on Women (1992). How schools
shortchange girls: The AAUW report. Washington, DC: American
Association of University Women Educational Foundation.