{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/4979"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/4979","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"Minimizing Gender Division in Sixth Grade Classrooms","abstract":"This thesis looks at gender bias in a sixth grade social studies classroom in order to develop a new strategy to minimize the gender gap and create a classroom environment that makes learning a success for all students. The author used student survey, teacher questionnaires and direct observation to gather data, specifically looking at the participation level of forty-eight female students in a suburban middle school. In order to obtain the goal of greater female participation, the results demonstrated that there is a need for more female historical figures in the social studies curriculum. Further research should be conducted on the impact of gender-based teaching throughout the whole school year to determine whether there is a difference between students' confidence levels from the beginning of the school year to that at the end of the school year.","abstract_html":"This thesis looks at gender bias in a sixth grade social studies classroom in order to develop a new strategy to minimize the gender gap and create a classroom environment that makes learning a success for all students. The author used student survey, teacher questionnaires and direct observation to gather data, specifically looking at the participation level of forty-eight female students in a suburban middle school. In order to obtain the goal of greater female participation, the results demonstrated that there is a need for more female historical figures in the social studies curriculum. Further research should be conducted on the impact of gender-based teaching throughout the whole school year to determine whether there is a difference between students' confidence levels from the beginning of the school year to that at the end of the school year.","abstract_has_math":false,"creators":["Schaufelberger, Stephanie R."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-08-01","date_published":"2007-08-01","updated_at":"2026-07-27T19:01:29Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/4979","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Schaufelberger, Stephanie R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T21:39:20Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T21:39:20Z"]},{"key":"dc:date.issued","label":"Date","values":["2007-08-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/4979"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Abstract created by the repository staff to aid in discovery."]},{"key":"dc:description.abstract","label":"Abstract","values":["This thesis looks at gender bias in a sixth grade social studies classroom in order to develop a new strategy to minimize the gender gap and create a classroom environment that makes learning a success for all students. The author used student survey, teacher questionnaires and direct observation to gather data, specifically looking at the participation level of forty-eight female students in a suburban middle school. In order to obtain the goal of greater female participation, the results demonstrated that there is a need for more female historical figures in the social studies curriculum. Further research should be conducted on the impact of gender-based teaching throughout the whole school year to determine whether there is a difference between students' confidence levels from the beginning of the school year to that at the end of the school year."]},{"key":"dc:title","label":"Title","values":["Minimizing Gender Division in Sixth Grade Classrooms"]}]}],"canonical_facts":{"dc:creator":["Schaufelberger, Stephanie R."],"dc:date.accessioned":["2021-09-07T21:39:20Z"],"dc:date.available":["2021-09-07T21:39:20Z"],"dc:date.issued":["2007-08-01"],"dc:description":["Abstract created by the repository staff to aid in discovery."],"dc:description.abstract":["This thesis looks at gender bias in a sixth grade social studies classroom in order to develop a new strategy to minimize the gender gap and create a classroom environment that makes learning a success for all students. 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