Honors Projects

Chloe BallowFollow

Abstract

This project examines how gender stereotypes influence the educational experiences of high school girls, focusing on the combined effects of gender, race, and socio-economic status. Using sources from feminist theory, educational research, and real-world examples, this study explores how societal expectations shape girls’ behavior in the classroom, their academic self-image, and their future goals. Special attention is given to African American girls and students from low-income backgrounds, who often face additional challenges due to both racial and gender biases.

The research draws on a mix of scholarly articles, reports from organizations like UNESCO and the OECD, and insights from a veteran educator. This teacher's experiences highlight concerns about the lack of support for girls in STEM fields and how some students from lower-income families feel disconnected from higher education. By looking at how these stereotypes play out in everyday classroom settings, from teacher expectations to peer interactions, this project argues for the need to address these biases in teaching practices.

The study calls for changes in education that support all students, especially those who are often overlooked. It recommends using teaching strategies that recognize and value students’ diverse identities to create more inclusive, supportive classrooms.

Department

Education

Major

Integrated Language Arts Education

First Advisor

Dr. Susan Peet

First Advisor Department

Human Development and Family Studies

Second Advisor

Dr. Monica Longmore

Second Advisor Department

Sociology

Publication Date

Spring 4-18-2025

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