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Gender in Urban Education: Strategies for Student Achievement
reviewed by Maryann Dickar - 2005
 Title: Gender in Urban Education: Strategies for Student Achievement
Author(s): Alice E. Ginsberg, Joan Poliner Shapiro, Shirley P. Brown
Publisher: Heinemann, Portsmouth, NH
ISBN: 086709530X, Pages: 183, Year: 2004
Search for book at Amazon.com
Gender in Urban Education: Strategies for Student Achievement explores gender in urban schools, largely through the observations, experiences, and interventions of urban teachers participating in a professional development program (Gender Awareness Through Education, or GATE) run by the authors. The authors sought, in writing the book, to raise awareness of the significance of gender in all aspects of education such as professional development, curriculum, and school reform. However, the book does much more. It is both very practical and deeply reflective regarding the ways gender affects educational experience. The heart of the book is organized around 38 strategies to more meaningfully address gender in the classroom. Each strategy is amplified through examples drawn from GATE participants’ experience or other research. The rich and thorough discussion of a wide range of strategies make Gender in Urban Education a very valuable text for teachers, teacher educators, and professional developers, as well as... (preview truncated at 150 words.)
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- Hopeful Girls, Troubled Boys: Race and Gender Disparity in Urban Education
- We've Come a Long Way--Maybe: New Challenges for Gender Equity in Education
- Reproducing Gender? Essays on Educational Theory and Feminist Politics
- Re-writing Race and Gender Lessons in the Classroom: Second-Generation Dominicans in New York City
- Whatever Happened to Equal Opportunities in Schools?: Gender Equality Initiatives in Education
- Gender and Antecedents of Performance in Mathematics Testing
- Students Perceptions of Fairness in School Settings: A Gender Analysis
- Identity & Inner-City Youth: Beyond Ethnicity and Gender
- The IQ Mythology: Class, Race, Gender and Inequality
- Making a Difference: Psychology and the Construction of Gender
- Teachers & Texts: A Political Economy of Class & Gender Relations
- High-Stakes Accountability in Urban Elementary Schools: Challenging or Reproducing Inequality?
- Reinterpreting Urban School Reform: Have Urban Schools Failed, or Has the Reform Movement Failed Urban Schools?
- Constructing Ideas About Equity From the Standpoint of the Particular: Exploring the Work of One Urban Teacher Network
- The Ninjas, the X-Men, and the Ladies: Playing with Power and Identity in an Urban Primary School
- Discipline in Education: How an Urban Community Proceeded to Decide What Its Schools Should Do
- A Study of the Classroom Disturbances of Eighth Grade Boys and Girls
- Urban Teaching: The Essentials
- Engendering Participation, Deliberating Dependence: Inner-City Adolescents' Perceptions of Classroom Practice
- Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92
- The University and Urban Revival: Out of the Ivory Tower and Into the Streets
- Fighting for Girls: New Perspectives on Gender and Violence
- Ability, Equity, and Culture: Sustaining Inclusive Urban Education Reform
- Literacy as Gendered Discourse: Engaging the Voices of Women in Global Societies
- A Good Investment? Philanthropy and the Marketing of Race in an Urban Public School
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- Maryann Dickar
Steinhardt School of Education, New York University
E-mail Author
MARYANN DICKAR is the Assistant Professor Department of Teaching and Learning Steinhardt School of Education--New York University. Recent Publications: “When They Are Good… A Comparison of Career Changers and Recent College Graduates in an Alternative Certification Program.” In the American Teacher Education (ATE) Yearbook, 2005. (In press). “Words Is Changin’ Everyday: Language and Literacy in the Urban Contact Zone.” in B. Barrell, R. Hammett, J. Mayher, & G. Pradl (Eds). Teaching English Today: Advocating Change in the Secondary Curriculum. New York: Teachers College Press. (2004). I am an Assistant Professor of Secondary Education specializing in Urban Education and Social Studies. Currently, I am working on a project examining student culture in urban schools. I am also working with Social Studies teachers in urban middle schools on a project using classroom research as professional development.
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