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Abstract

Topical readings from Technology and the Future (9^th ed., Teich, 2003) provide perspective on the affect of technology with regard to gender, race, and ethnicity. What role does education play in shaping the use of technology in society? Why must students learn tolerance, and why must educators incorporate social cognitive constructs in their classrooms? This paper (revised February, 2004) will summarize positions from the topical readings (Teich), and identify student expectations for social cognition, parent and teacher awareness, classroom and curriculum constructs, and the relationship to lessons that are intended to foster open classroom discussion of gender, racial, and ethnic issues. Students equipped with historical perspective, and social and political acumen, will be better prepared to make decisions about what technology to use, and how best to use it.

 

 

 

 

 

 

 

 

 

 

 

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Gender

Position summary: Feminist Perspectives on Technology (Wajcman, 1991)

            The topical reading from Feminist Perspectives on Technology (Wajcman) provides historical references, observations about the division of labor, sociology, women’s values and questions about women and technology.  During the Industrial Era, women’s inventions and contributions to technology were often credited to men, reflecting society’s lack of respect for women. The notion that technology is neutral and liberates women, has been undermined by male domination of skilled trades, and machines used to further the careers of men. Technological change has bypassed female values such as intuition, subjectivity, tenacity, and compassion, and has served to reinforce the male position of power in society. Questions about women’s work, knowledge, values, and whether technology will ever represent the interests of women have been left unanswered. Gender relations and social structures such as schools, clubs, and businesses continue to influence the use of technology.

 

Neurodevelopmental Constructs and Themes for Evolving School-Related Expectations (Levine, Reed, Hobgood, 2002), Starting Small, Teaching Tolerance in the Preschool and the Early Grades (2^nd ed., Southern Poverty Law Center, 2003)

 

            Pediatrician Mel Levine from the University of North Carolina conducted an in-service day for the faculty of The Agnes Irwin School, and The Haverford School (January, 2004), in which he discussed the way children learn. The centerpiece of Dr. Levine’s lecture was his

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discussion of the Neurodevelopmental Constructs and Themes for Evolving School-Related Expectations (Levine, Reed, Hobgood, 2002). Specific to gender relations are a student’s ability to interpret and implement the following expectations for social cognition, as provided in Table 1 by Dr. Levine (2004) during his lecture.

Table 1

Neurodevelopmental Themes Over Time: Some Evolving School-Related Expectations

Neurodevelopmental Constructs	Social Cognition
Preschool, Kindergarten, and Grade One	·        Initial challenge of sharing and conflict resolution ·        Beginning differentiation of peer and adult interaction rules
Grades One through Three	·        Need to appreciate the perspectives of others ·        Requirements of recognizing two-way nature of relationships ·        Demand for reciprocity (giving and taking) ·        Expanded use of verbal pragmatics
Grades Four though Eight	·        Quest for intimacy in friendship ·        Need for conscious reputation building ·        Emergence of varying degrees of friendship ·        Emphasis on conforming and normality ·        Call for collaboration
Grades Nine through Twelve	·        Greater tolerance for diversity ·        High-profile interactions with opposite gender ·        Increased perspective taking ·        Need to control responses to peer pressure ·        Demand for political acumen in interactions

 

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            Many of the school-related expectations from Table 1 support what is suggested from Starting Small, Teaching Tolerance in Preschool and the Early Grades (Southern Poverty Law Center [SPLC], 2003). Specifically, that gender stereotyping can have a lasting effect on the social cognitive development of children. A child’s gender knowledge comes from their interaction with the world around them. Most children come to school an assortment of misconceptions about the roles of men and women in society. Therefore, teachers must insist upon gender equity, and reject gender bias, so that children will learn to respect men and women.  In Table 1 (Levine) verbal pragmatics is a school-related expectation in grades one through three. In Starting Small, Teaching Tolerance in Preschool and the Early Grades (SPLC, 2003), chapter 4 (p. 53),  Fostering Gender Equity,  it is suggested that teachers examine curriculum resources to eliminate gender bias. Materials with language that deny female participation (e.g. replace “fireman” with “firefighter”;  the use of “he” as a generic pronoun), as well as books, posters, bulletin boards, and media need to be reviewed to make sure that there is a gender balance.

            An education that reinforces gender equity will prepare young men to reject gender bias. Third grade students at The Haverford School, Haverford, PA, an all-boys institution, learn the importance of rejecting gender bias from their study of Colonial America, Egypt, Japan, and research of famous Americans. Each social studies unit has been carefully developed and requires boys to identify and reflect on the contributions of women throughout society. Classroom, library, and computer lab time are used to research and report on women through plays, bulletin board displays, electronic slideshows, and teacher Web pages. Ultimately,

 

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students must incorporate what they have learned from these lessons into their own set of beliefs, and reject gender bias when they encounter it throughout their lives.

 

Race

Position summary: Black Futurists in the Information Age (Jenkins, 1997)

            Mr. Jenkins raises concerns about the potential for Information Age technology to exclude people of color. Specifically mentioned are high-tech images that do not represent racial and ethnic diversity, and emerging technologies that bypass African-American education, employment, and political opportunities. If the Web is considered to be the new town hall, technology will have contributed to the racial divide. Jenkins suggests that African-Americans must have new leadership, seek systematic inclusion, and establish values and morals consistent with their traditions. Further, African-Americans must overcome existing disparities with technology training, and begin to influence public policy with quantitative analysis, and factual documentation, not “shock rhetoric”.

 

Teacher Awareness, Resources, and Lessons for Students

            While Jenkins calls upon African-Americans to chart a new course, it is incumbent upon our educational system to provide diversity awareness training for teachers, as well as lessons that give students historical perspective, and the ability to recognize and reject racial bias. Teachers in the Philadelphia area have opportunities to attend workshops presented by the

 

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Multicultural Resource Center (MCRC, 2004), a forum for discussion of issues relating to race in the classroom, and for distribution of literature on the topic. Two articles that have been shared with teachers are White Privilege: Unpacking the Invisible Knapsck (McIntosh, 1988), and Pernicious Silence: Confronting Race in the Elementary Classroom (Polite and Saenger, 2003). Both articles call for teachers to recognize white privilege and break the silence, so that students may appreciate different perspectives. Teachers who reference Some Expectations for Social Cognition,  Table 1 (Levine),  will need to critically evaluate the sequence of expectations, particularly the “emphasis on conforming and normality,” and “greater tolerance for diversity.” Since children are able to make racial distinctions as early as preschool, consideration for social expectations involving race should be much sooner than grades nine through twelve.

            Racial awareness at The Haverford School, Haverford, PA, has become evident. The school’s Strategic Plan (2000-2010) prioritizes diversity, and outlines implementation steps to attract and maintain a more diverse community that celebrates differences. In a school in which the ratio of white students to black students is about 18:1,  there is a diversity committee which meets on a regular basis, and a part-time multicultural advisor on staff to support teachers in the classroom. Teachers are encouraged to attend MCRC meetings, and develop curriculum to promote an atmosphere for healthy classroom discussions on the topic of race. There are several curriculum examples to draw from. The school’s third grade have established a literature partner program with the children of St. Barnabas Mission in Philadelphia, PA. In this example, a predominantly white class drives 15 minutes from their suburban comfort zone, to a less fortunate neighborhood to read and deliver books to students of color, with follow-up activities for reflection, and correspondence. Another age-appropriate curriculum unit involves the study

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of the Underground Railroad movement, reading about fugitive slaves from the book Come Morning (1995, Minneapolis, MN.), and a trip to the Chester County Historical Society exhibit, Over the Line (2004). Also of note is the fifth grade Dr. Martin Luther King (MLK), Jr. essay contest, in which students write about why Dr. King, Jr. thought service was important to people of all races, and why people should consider becoming involved in a service-related project on MLK Day. Top essays and drawings from the MLK contest are posted on the school Web site (www.haverford.org). Technology coordinators for The Haverford School have taken on the charge of providing appropriate electronic resources for the study of race and diversity, and a conscious effort to assure that the school Web site represents people of color. Appropriate lessons and use of technology, together with Mr. Jenkins call for new leadership and paths for African-American youth, offer hope to bridge the racial divide.

 

Ethnicity

Position summary: Western Colonization of the Future (Sardar, 1999)

            Mr. Sardar asserts that the global economy has been dominated by lifestyle choices based upon Western culture. The entertainment industry, fashion, and gadgets such as MP3 players that hold 1000 songs, and cell phones that can take digital photos, represent Western values. Sardar states that the Web is a tool for the white male American college student, and serves to perpetuate the Western globalization cycle. Population, consumer demand, and a shift in the trade balance to Asian markets, particularly India and China, is considered to be a significant variable. While Sardar insists that the cycle must be broken, he does not offer useful suggestions, or indicate how education may play a role in the use and development of future technology.

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Acknowledgement and Respect for Ethnicity in the Classroom

            The Principles of Technorealism (http://www.technorealism.org/overview.html, 2004) support the position that it is our own human values which influence what technologies we use and how we use them. Starting Small, Teaching Tolerance in Preschool and the Early Grades (2003, SPLC), includes a chapter entitled Respecting All Families (pages 27-29), which encourages teachers to allow children to cherish their own family diversity, and those of others, through discussion, and affirmation. Several excellent suggestions for building cultural continuity between home and school are given, such as inviting parents to speak about religious or ethnic traditions at assemblies, and providing opportunities for students to express and share their heritage.

            A relevant example of teaching tolerance at The Haverford School involves a Computer Studies project called Immigration Quest (Brown, 2004). The assignment directs 4^th grade students to research their own ethnicity, and share family stories and traditions with their classmates. A letter to parents outlining goals, and detailing Web resources, such as Scholastic Network’s Meet a Young Immigrant (http://teacher.scholastic.com/immigrat/bio/index.htm, 2004) is sent home with a homework sheet that students use to interview parents and grandparents about their own ethnicity and cultural backgrounds. Students are also encouraged to bring in old family photos to scan and add to their reports. Throughout the research, interviews, Web searches, and report writing process, students are reminded that it is our diversity that makes us strong. Perhaps students who can acknowledge and respect the values of other cultures will play a role in the appropriate use of non-Western technologies in the future.

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References

Levine, M., Reed, M., & Hobgood, A. (2002). Neurodevelopmental Constructs and Themes for

Evolving School-Related Expectations. From The Clinical Center for the Study of Development and Learning, University of North Carolina, Chapel Hill, & All Kinds of Minds, a Non-profit Institute for the Study of Differences in Learning: Author.

 

Jenkins, T. L. (1997). Black Futurists in the Information Age. KMT Publications: Author.

 

Polite, L. & Saenger, E.B. (2003) A Pernicious Silence: Confronting Race in the Elementary

Classroom. Phi Delta Kappan: Author.

McIntosh, P. (1988) White Privilege: Unpacking the Invisible Knapsack. Wellesley, MA.:

Author.

Sardar, Z. (1999). Western Colonization of the Future. Westport, CT: Author.

Southern Poverty Law Center. (2003) Starting Small: Teaching Tolerance in Preschool and the

            Early Grades (2^nd ed.). Montgomery, AL: Author.

Wajcman, J. (1991). Feminist Perspectives on Technology. Confronts Technology: Author.

 

 

 

 

 

 

 

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Appendix

Electronic Resources

 

Brown, J. (2003). Immigration Quest. Available February, 2004 at:

(www.geocities.com/jaybrownhuman/immigration.html).

Murphy, R. (2004). Technorealism. Available February, 2004 at:

(www.technorealism.org/overview.html)

The Haverford School Web Site (2004). The Haverford School. Available February, 2004 at:

(http://www.haverford.org/lowerschool/html/other/ls_main.htm)