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1、GenderRolesfromaCulturalPerspective1.Overthepastfewdecades,ithasbeenproveninnumerabletimesthatthevarioustypesofbehavior,emotions,andintereststhatconstitutebeingmasculineandfemininearepatternedbybothheredityandculture1.Intheprocessofgrowingup,eachchildlearnshundredsofculturallypatterneddetailsofbe
2、haviorthatbecomeincorporatedintoitsgenderidentity2.Someofthislearningtakesplacedirectly.Inotherwords,thechildistoldbyothershowtoactinanappropriatelyfeminineormasculineway.Otherdetailsofgenderbehavioraretaughtunconsciously,orindirectly,asthecultureprovidesdifferentimages,aspirations,andadultmodels
3、forgirlsandboys2.Recently,forexample,astudyofAmericanpublicschoolsshowedthatthereisaculturalbiasineducationthatfavorsboysovergirls.Accordingtotheresearchers,thebiasisunintentionalandunconscious,butitisthereanditisinfluencingthelivesofmillionsofschoolchildreneveryyear.DoctorsDavidandMyraSadkervide
4、otapedclassroomteachersinordertostudysex-relatedbiasineducation.Theirresearchshowedthatmanyteacherswhothoughttheywerenon-sexistwereamazedtoseehowbiasedtheyappearedonvideotape.Fromnurseryschool3topostgraduatecourses,teacherswereshowntocallonmalesinclassfarmorethanonfemalestudents.Thishasatremendou
5、simpactonthelearningprocessforingeneral,thosestudentswhobecomeactiveclassroomparticipantsdevelopmorepositiveattitudesandgoontohigherachievement.Asamatteroffact,inthelate1960s,whenmanyofthebestall-women'scolleges4inthenortheasternUnitedStatesopenedtheirdoorstomalestudents,itwasobservedbyprofessors
6、andwomenstudentsalikethattheboysweretakingover"theclassroomdiscussionsandthatactiveparticipationbywomenstudentshaddiminishednoticeably.Asimilarsubordinationoffemaletomalestudentshasalsobeenobservedinlawandmedicalschoolclassroomsinrecentyears.1.ResearchdonebytheSadkersshowedthatsometimesteachersun
7、knowinglypreventedgirlsfromparticipatingasactivelyasboysinclassbyassigningthemdifferenttasksinaccordancewithstereotypedgenderroles.Forinstance,oneteacherconductingascienceclasswithnurseryschoolyoungsters,continuallyhad
