Youngwomen, self-esteem, and the confidence gap Essay Example for Free

Youngwomen, self-esteem, and the authorization gap EssayIn 1990, The American Association of University Women conducted a national survey to find bulge out the attitudes that three thousand boys and girls between the ages of nine and fifteen had about themselves and school. From their findings, they found that as young girls telescope adolescence their self-esteem drops rapidly. It was also found that this loss of confidence was severe among ethnic groups. The survey also helped to contribute years of research evidence documenting gender bias in American Education.Peggy Orenstein in association with the American Association of University Women released her book SchoolGirls Young women, self-esteem, and the confidence gap in 1994 in response to the survey distinguish entitled Shortchanging Girls, Shortchanging America. In this book, Orenstein writes of her first hand experience with a behind the scenes look of adolescent girls mundane lives. The narrative explores the human side of the statistics found during the report as well as providing insight into how the knowledge system often restricts girls from getting the experience they deserve.The first two parts of the book take part at two California middle schools, which are fifty miles apart from one another, but they calculate like two different worlds. Weston is a predominately white suburban middle school with a temper for excellence, while Audubon is located in a beleaguered urban community that is ninety percent ethnic minority, in general poor or working poor (p. xxii). My criteria was simple, says Orenstein, I chose schools based on their racial and economic organisation and the willingness of the administrators, teachers, and students to participate (p.xxi). Results from both of these schools in which Orenstein observed are presented in both sections. The third section of the book, is spent in a classroom where gender equity is practiced. The findings from Weston are separated into six c hapters. The first of these chapters discusses how girls encounter to be silent, inactive participants in the classroom. Orenstein points out that the ratio of talk in the classroom was approximately quintuple boys to one girl.Chapter two shows how the hidden curriculum teaches girls to be submissive and deferential. Girls are seen as facing a lot contradiction. They are supposed to be outspoken, yet they face a thin line on scarce how far they should carry out this characteristic. In chapter three, an even more contradictory line is examined. Girls protest to organism called a schoolgirl, but being called a slut is not a good thing either. They forever have to supervise their intelligence and their sexual desire.