Higher Education

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide.

Part VII
The Gendered Classroom

Content Questions

(Javascript must be enabled for this exercise.)

1. How did the boys in Jordan and Cowan’s study use bricolage to transform the baby carriages?


2. What does the teacher in Jordan and Cowan’s study identify as the appropriate place for “warrior narratives”?


3. What is the “male ideal” which Jordan and Cowan argue is being upheld through the prohibition on warrior narratives?


4. In the model of the sacred circle used by Iwama, with what is the east associated?


5. What does Inez Deiter, in Iwama’s study, recall as the “real crime” of the residential schools?


6. Who was Grace Adam, the inspiration for Lindberg’s essay, and why was she remarkable?


7. According to the women in Lindberg’s study, what was often missing from discussions of Aboriginal issues in class?


8. How has the composition of the typical medical school class changed over the last four decades?


9. What was the most common form of everyday racism reported by medical students?


10. How is the assumption that most doctors are male reinforced in everyday interactions, according to the female medical students in Beagan’s study?




Multiple Choice Questions for Part VII

Instructions: For each question, click on the radio button beside your answer. When you have completed the entire quiz, click the “Submit my answers” button at the bottom of the page to receive your results.

Question 1:

a) Women are not allowed access to sport or games.
b) Violence can be re-enacted symbolically in sports.
c) Younger men are encouraged to play violent games before assuming “warrior narratives.”
d) Post-Enlightenment society has no room for warfare.
e) Games provide the template for gendered ways of living.

Question 2:

a) Warrior narratives must be left behind in favour of the conventions of civil society.
b) Warrior narratives provide a model of appropriate gendered behaviour.
c) Warrior narratives represent the triumph of good over evil.
d) Only boys and not girls are allowed to adopt warrior narratives.
e) All of the above

Question 3:

a) They adopted the role of victim or damsel in distress.
b) They were actively discouraged by the boys from participating.
c) They did not show interest in participating in warrior narrative play.
d) They tried to get the boys to join in play based on domestic narratives.
e) They participated equally with boys at younger ages, but then lost interest.

Question 4:

a) They transformed toy guns and weapons into objects for non-violent play.
b) They used the girls’ toys to enhance play in the boys corner.
c) They used adult intervention to transform and reshape objects.
d) They transformed objects such as dolls or trucks into weapons.
e) They excluded girls from bricolage play.

Question 5:

a) The circle is universal and sacred.
b) The circle corresponds to the different experiences of males and females.
c) The circles represents the four seasons.
d) Circles are associated with gender and wisdom.
e) The circle is not the result of colonial incursions.

Question 6:

a) They had migrated from Japan to Canada.
b) They were constantly moving from one place to another.
c) They were forcibly moved from their familiar homes in Vancouver to strange and unfamiliar places.
d) Their children completed the return journey to Japan.
e) They had no fixed address during the Second World War.

Question 7:

a) Aboriginal women were not admitted to the College of Law until the early 2000s.
b) Many Aboriginal women interacted primarily with other Aboriginal students, male and female.
c) The Aboriginal women found it difficult to maintain friendship and solidarity in the College of Law.
d) Aboriginal men were often unfriendly or hostile to Aboriginal women.
e) Aboriginal women tended to bond with non-Aboriginal women.

Question 8:

a) Very few Aboriginal women were admitted to the College.
b) The majority of non-Aboriginal faculty and students were hostile to Aboriginal women.
c) Issues affecting Aboriginal women were rarely discussed seriously during class.
d) White women were more vocal and outspoken than Aboriginal women.
e) Aboriginal issues were considered to be relevant only to men.

Question 9:

a) Repetition of sexist or homophobic jokes
b) Differential admission standard for medical school
c) Gendered hierarchies among doctors or nurses
d) Sexist, homophobic, or racist attitudes held by patients
e) The unwillingness of medical students to speak up about their experiences of discrimination

Question 10:

a) They did not receive adequate recognition from patients.
b) They had difficulty mastering the academic material of medical school.
c) Women were more likely to be considered lower-class than men.
d) Socioeconomic status had no effect on students.
e) They felt that they did not fit in with their wealthier classmates and colleagues.