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Week 4
This week resources should be used when doing assignment
· The American Psychological Association. (n.d.). Answers to your questions about transgender people, gender equity, and gender expression. Retrieved from
· Crosnoe, R., Riegle-Crumb, C., Field, S., Frank, K., & Muller, C. (2008). Peer group contexts of girls’ and boys’ academic experiences. Child Development, 79(1), 139–155.
Retrieved from the Walden Library databases.
· Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children. 
o Chapter 7, “Learning About Gender Identity & Fairness” (pp. 90–100)
· Tisak, M. S., Tisak, J., & Laurene, K. R. (2012). Children’s judgments of social interactive behaviors with peers: The influence of age and gender. Social Psychology of Education: An International Journal, 15(4), 555–570.
Retrieved from the Walden Library databases.
· Gender Spectrum. (n.d.). Gender resources. Retrieved September 5, 2014, from
· MacNaughton, G. M. (2006). Respect for diversity: An international overview. (Working Paper 40). The Hague, Netherlands: Bernard van Leer Foundation. Retrieved from
· Office for Civil Rights. (2012). Gender equity in education: A data snapshot. U.S. Department of Education: Office for Civil Rights, 1–4. Retrieved from
· Zosuls, K. M., Miller, C. F., Ruble, D. N., Martin, C. L., & Fabes, R. A. (2011). Gender development research in sex roles: Historical trends and future directions. Sex Roles, 64, 826–842.
Retrieved from the Walden Library databases.
· Laureate Education (Producer). (2014h). Gender and sexual identity [Video file]. Baltimore, MD: Author.
Discussion 1: Contributions to Gender Stereotypes
Teachers, therapists, psychologists, and social workers might sometimes unintentionally use language that promotes stereotypical gender roles. Since most people hear this type of language throughout their lives, it is not surprising that it might “sneak” into their professional lives.
To prepare:
· In your current position (e.g., professional, student, husband, wife, partner), reflect how you may have used language that promotes gender stereotypes. 
· Consider how language we have heard in everyday life promotes gender stereotypes.
· Think about language that may promote gender stereotypes.
· Determine the audience who you would like to learn this information. 
· As you review the Learning Resources for this week, think about the language used and how it may contribute to or break down gender stereotypes.
Describe and analyze the examples of language you might have used in the past that promote gender stereotypes. Explain the influences such language might have had on gender identity formation in that specific case. Finally, explain the potential impact of gender stereotyping language on the development of children and adolescents with whom you work.
Discussion 2: Integrating Diversity Topics
This Discussion asks you to relate the relevance of gender identity to your Final Project. As you begin to develop the diversity topic you will address in your Final Project, consider to what extent gender identity might need to be considered when examining your diversity topic.
To prepare: 
· Consider how gender identity and formation relates to your topic.
· Think about language that may promote gender stereotypes. 
· Identify specific resources that are applicable. 
· Consider whether the resources identified provide a broad or specific perspective. 
Explain how gender identity development relates to the topic of your Final Project. Include a brief summary of the types of supporting resources you intend to include in your Final Project (e.g., journal articles, media, books, blogs, editorials, etc.). Also, explain whether your resource provides a broad or specific perspective of the topic.

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