Grantham University Gendered Education in United States Paper View the feedback for my paper AND PowerPoint and then make the necessary revisions to bothI

Grantham University Gendered Education in United States Paper View the feedback for my paper AND PowerPoint and then make the necessary revisions to bothI have attached both feedbacks from the instructor and BOTH assignments Minor changes but make sure you revise EVERYTHING ASKED FO GENDER AND COMMUNICATION IN THE WORK
PLACE
Gendered Education in the United States
Leadership Gender & Communication
Bryan Nickerson
Sharon Hudson
Capella University
INTRODUCTION
Males and females communicate
differently. Their message perceptions and
comprehension differ too. This may cause
misunderstandings or even disputes. Most
men tend to be specialized in
accomplishing tasks while women tend to
be specialized in relationships and rapport
conversations.
HOW MALE AND FEMALE LEADERSHIP
STYLES DIFFER IN THE WORKPLACE
• Females have a leadership style which is more
cooperative and participatory while males have a more
of command and control leadership style.
• Females often encourage their workers by assisting
them acquire self-worth and satisfaction in what they
do, which acts as a kind of reward while males employ
transactional leadership style to provide incentives for
success and failure penalties .
HOW MALE AND FEMALE LEADERSHIP
STYLES DIFFER IN THE WORKPLACE
• In self branding, males tend to be the best by letting
others know about their success. On the other hand,
females tend to be silent of their accomplishments or
strengths.
PERSONAL AND SOCIAL DIMENSIONS
OF GENDER, COMMUNICATIONS, AND
CULTURE
These dimensions can be expressed in three theories:
Symbolic Interaction Theory
This theory holds that people interact with objects, events
and characters according to the descriptive symbolic
information related to them. The character of people is
based on these symbols since they behave in accordance
with their descriptive beliefs and not the objective truth.
PERSONAL AND SOCIAL DIMENSIONS
OF GENDER, COMMUNICATIONS, AND
CULTURE
Performative Theory
Gender is characterized as the impact of reiterated acting,
which develops the impact of a normal or static gender
which makes it difficult for comparison of any gender act
of any person. This impact generates what is regarded as
“true gender”
PERSONAL AND SOCIAL DIMENSIONS
OF GENDER, COMMUNICATIONS, AND
CULTURE
Standpoint Theory
This theory is concerned with the various levels of
perceptions among people. For example, people have
similar opinions based on their demography .experience is
the most influential factor which determines different
perception levels
GENDER BARRIERS IN THE WORKPLACE
• Unequal pay- it is believed that currently, women earn
less than men
• Miscommunication- men’s goal of communication is to
pass information while for women is to create
meaningful relationships
• Work experience- females are twice more likely to
engage in part time job as compared to males
EFFECTIVE LEADERSHIP STRATEGIES
FOR EFFECTIVE GENDER
COMMUNICATION
Share your vision- a leadership strategy which is vivid and
aspiring that depicts the future of an organization
Promote recognition- appreciate the employees for their
good work
Delegate and empower- look for sections appropriate for
assigning responsibilities to both gender and also the
power to get them done
HOW TO PROMOTE EFFECTIVE
LEADERSHIP STRATEGIES FOR BOTH
MEN AND WOMEN IN THE WORKPLACE
• Look for grate mentors
• Share a clarified vision of your leadership
• Always be committed to your duties
• Develop your emotional intelligence
• Treat employees with respect
• Learn from mistakes and be ready to be corrected
HOW TO PROMOTE EFFECTIVE
LEADERSHIP STRATEGIES FOR BOTH
MEN AND WOMEN IN THE WORKPLACE
• Use assertive statements to command
• Develop meetings rules which ensures equity to all
• Female managers should adjust the listening character
to avoid misunderstanding the male employees
• Women managers should get quickly to their point
when speaking to male associates.
REFERENCES
• Adler, R. B., Rodman, G. R., & Du Pré, A.
(2016). Understanding human communication (Vol. 10).
Oxford University Press.
• Cavazotte, F., Moreno, V., & Hickmann, M. (2012). Effects of
leader intelligence, personality and emotional intelligence on
transformational leadership and managerial
performance. The Leadership Quarterly, 23(3), 443-455.
• Delamont, S. (2012). Sex roles and the school. Routledge.
• McCabe, J. (2009). Racial and gender microaggressions on
a predominantly-White campus: Experiences of Black,
Latina/o and White undergraduates. Race, Gender & Class,
133-151.
Running Header: GENDERED EDUCATION IN THE UNITED STATES
Gendered Education in the United States
Leadership Gender & Communication
Bryan Nickerson
Sharon Hudson
Capella University
GENDERED EDUCATION IN THE UNITED STATES
2
Issues related to gender and communication
Men and women communicate differently from one another, though some differences might be
too minor to be considered. Sometimes, their perception of messages also differs which may
cause misunderstandings or sometimes disputes.
Women expect communication to be interdependent. They sometimes put emphasis on
comparing themselves with others and try to come up with decisions favorable to everyone. On
the other hand, men do not expect communication to be based on interdependence and hence
make decisions based on their personal needs (Oleksy et al., 2012).
Men tend to be specialists in tasks accomplishment and like addressing issues about facts while
women tend to be specialists in relationships and rapport talk which expresses their feelings such
as nurturing, talking, emotions, support and empathy (Delamont, 2012).
How K–12 schools can intentionally or unintentionally enforce gender roles
K-12 is an American expression which expresses the total number of years one is involved in
primary and secondary schools learning (Delamont, 2012). The K-12 schools reinforce gender
roles in different ways as follows:
The K-12 system directly affects and influences development in children through ensuring that a
large portion of their childhood is spent in classrooms. The schools also play a role in shaping
the visions of children, regulating social classes, financial opportunities and production of
governing elites (Oleksy et al., 2012).
Females have a notion that young kids get streamlined into stereotypical gender roles which
depict that roles of gender become apparent to children at that tender age (Delamont, 2012).
GENDERED EDUCATION IN THE UNITED STATES
3
How colleges and universities either support or disregard gender issues on campus
One of the major steps in achieving gender equality in campuses is integrating gender
conversations in every aspect of the campus culture (Ibarra, Carter & Silva, 2010). Incorporating
gender awareness education into the curriculum has assisted in permeating conversations on
gender all through campus life.
Colleges and universities tried to reach students early even before admitting them. They have
also coordinated efforts to help equalize the playing fields for both genders.
Implementing the above changes have been faced by numerous challenges which include
competing issues and lack of resources, which have hindered these institutions from properly
dealing with gender issues (Ibarra, Carter & Silva, 2010).
Effective leadership strategies that promote effective communication between men and
women
Recognizing gender bias
A leader requires a deliberate and focused approach in order to communicate about diversity.
Some leaders avoid candid talks about bias fearing that acknowledging it will make it real,
though the sure way to evolve beyond bias is to identify it (Ibarra, Carter & Silva, 2010).
Develop frankness between male managers and female employees.
It creates a harsh criticism environment when some managers give wrong reviews to their female
employees. However, radical frankness helps in driving away issues that may arise in the
workplaces which might develop fear, stress and lack of self-control (Sadker & Zittleman, 2009).
GENDERED EDUCATION IN THE UNITED STATES
4
Enhance autonomy and confidence
Women experience the ill effects of oppressive supervision. As a leader, help your female
subordinate develop in certainty by supplanting micromanaging with a remuneration structure
and dynamic communication (Volden, Wiseman & Wittmer, 2013). Your subordinates will thus
endeavor without being compelled, and they will comprehend their errors as opposed to feeling
embarrassed about them.
Base your leadership on personalities
An enabling leader is one who thinks about individual characters, qualities, shortcomings, work
styles and foundations (Sadker & Zittleman, 2009). Character-based management develops
social trust in the work environment since it incites strengthening and independence. Great
leaders fundamentally influence their subordinates’ cooperation in the work environment.
Role of gender in the student–instructor dynamic
Gender has been found out to be one of the precursors for teaching commitment (Oleksy et al.,
2012). For example, duty and inspirational frames of mind to the teaching calling were observed
to be higher among female educators contrasted with male educators.
Gender roles have been also been observed to be a significant factor in anticipating youthful
grown-ups’ vocations and desires. Individuals will, in general, become interested in occupations
that mirror their gender roles (Volden, Wiseman & Wittmer, 2013).
GENDERED EDUCATION IN THE UNITED STATES
5
How to reduce or eliminate gender bias in the classroom
Gender bias can be eliminated in the classroom through various ways which include the
following:
Utilizing gender inclusive language instead of categorizing learners as either females or males is
one of the major ways of eliminating gender bias in classrooms.
Make the learners become what they want to be regardless of their gender.
Avoid using gender groups in classrooms. Ensure that all rules are equally applied and justified
for both genders.
Ensure that the distribution of resources is not done based on gender. Instead, distribute them in
terms of the number of students and also based on their needs.
Teaching students to have open minds and to appreciate the different backgrounds of other
learners can also reduce gender bias in a classroom setting (Volden, Wiseman & Wittmer, 2013).
GENDERED EDUCATION IN THE UNITED STATES
6
REFERENCES
Delamont, S. (2012). Sex roles and the school. Routledge.
Ibarra, H., Carter, N. M., & Silva, C. (2010). Why men still get more promotions than
women. Harvard Business Review, 88(9), 80-85.
Oleksy, W., Just, E., & Zapedowska-Kling, K. (2012). Gender issues in information and
communication technologies (ICTs). Journal of Information, communication and ethics in
society, 10(2), 107-120.
Sadker, D., & Zittleman, K. R. (2009). Still failing at fairness: How gender bias cheats girls and
boys in school and what we can do about it. Simon and Schuster.
Volden, C., Wiseman, A. E., & Wittmer, D. E. (2013). When are women more effective
lawmakers than men? American Journal of Political Science, 57(2), 326-341.
7/18/2019
Capella University Scoring Guide Tool
COM-FP3200
u05a1 – Gender and Communication in the Workplace
Learner: Bryan , Nickerson
OVERALL COMMENTS
Bryan,
Thanks for submitting your final assessment!
The various viewpoints of theory contributes to our understanding of gender.
Communication continually changes and it influences the meanings we attach messages and how we interact with
others.
Leadership is an interesting topic! The perception of leadership carries with it the traditional thoughts of leadership –
aggressive, competitive, dominant. These traits are usually associated with masculinity. Women are not always
accepted as leaders, especially when demonstrating these traits. Differences seem to be more noticeable based on
stereotypes of men and women.
Increasing our awareness of these concepts could strengthen our effective as communicators.
For this assessment, an oral presentation must be submitted. The scoring is based on the content in the Power Point
slides.
I really appreciate all the effort you have put into this course! Your assessments demonstrate your understanding of
the concepts presented in this course!
Best wishes! Professor Hudson
RUBRICS
https://scoringguide.capella.edu/grading-web/gradingdetails
1/7
7/18/2019
Capella University Scoring Guide Tool
CRITERIA 1
Describe how male and female leadership styles differ in the workplace.
COMPETENCY
Critically analyze issues related to gender and communication.
NON_PERFORMANCE: Does not describe how male and female leadership styles differ in the workplace.
BASIC: Identifies but does not describe how male and female leadership styles differ in the workplace.
PROFICIENT: Describes how male and female leadership styles differ in the workplace.
DISTINGUISHED: Analyzes how male and female leadership styles in the workplace differ.
Comments:
Knowing that there are different leadership styles is a step in promoting a healthier workplace. Different styles,
in my opinion, are good. Men use a transactional style and women use a participatory style. What is your
analysis of the information you shared? What example can you provide from your personal or professional
experience to support or contradict this?
https://scoringguide.capella.edu/grading-web/gradingdetails
2/7
7/18/2019
Capella University Scoring Guide Tool
CRITERIA 2
Explain what gender barriers exist in the workplace.
COMPETENCY
Evaluate personal and social dimensions of gender, communication, and culture.
NON_PERFORMANCE: Does not explain what gender barriers exist in the workplace.
BASIC: Describes but does not explain what gender barriers exist in the workplace.
PROFICIENT: Explains what gender barriers exist in the workplace.
DISTINGUISHED: Analyzes what gender barriers exist in the workplace.
Comments:
Unequal pay and work experience was mentioned. Expand on this. How arethesebarriers?What is your
analysis of the information you presented? What example can you provide from your personal or professional
experience to support or contradict this?
https://scoringguide.capella.edu/grading-web/gradingdetails
3/7
7/18/2019
Capella University Scoring Guide Tool
CRITERIA 3
Describe how to promote effective leadership strategies for both men and women in the
workplace.
COMPETENCY
Identify effective leadership strategies which promote effective communication between men and women.
NON_PERFORMANCE:
Does not describe how to promote effective leadership strategies for both men and women in the workplace.
BASIC:
Identifies but does not describe how to promote effective communication between men and women in the
workplace.
PROFICIENT:
Describes how to promote effective leadership strategies for both men and women in the workplace.
DISTINGUISHED:
Analyzes how to promote effective communication between men and women in the workplace.
Comments:
Promoting effective leadership will motivate employees to work together and build trust, which results in
organizational success. This can be achieved by delegating and empowering and looking for great mentors.
What is your analysis of the information you presented? What example can you provide from your personal or
professional experience to support or contradict this?
https://scoringguide.capella.edu/grading-web/gradingdetails
4/7
7/18/2019
Capella University Scoring Guide Tool
CRITERIA 4
Describe how to promote effective communication between men and women in the
workplace.
COMPETENCY
Identify effective leadership strategies which promote effective communication between men and women.
NON_PERFORMANCE:
Does not describe how to promote effective communication between men and women in the workplace.
BASIC:
Identifies but does not describe how to promote effective communication between men and women in the
workplace.
PROFICIENT:
Describes how to promote effective communication between men and women in the workplace.
DISTINGUISHED:
Analyzes how to promote effective communication between men and women in the workplace.
Comments:
Effective communication will ensure the proper functioning of a department and the company itself. To promote
this, you stated a female manager should adjust her listening to avoid misunderstanding male employees.
Expand on this. You also stated women managers should get to the point when speaking to males. What
should men do. What is your analysis of the information you presented? What example can you provide from
your personal or professional experience to support or contradict this?
https://scoringguide.capella.edu/grading-web/gradingdetails
5/7
7/18/2019
Capella University Scoring Guide Tool
CRITERIA 5
Develop a well-organized oral PowerPoint presentation.
COMPETENCY
Communicate effectively in a variety of formats.
NON_PERFORMANCE: Does not develop a well-organized oral PowerPoint presentation.
BASIC: Develops an oral PowerPoint presentation that is inconsistent and not well organized.
PROFICIENT: Develops a well-organized oral PowerPoint presentation.
DISTINGUISHED: Develops a professional-quality and well-organized oral PowerPoint presentation.
Comments:
An oral presentation was not developed. Using Adobe would help in developing a presentation.
https://scoringguide.capella.edu/grading-web/gradingdetails
6/7
7/18/2019
Capella University Scoring Guide Tool
CRITERIA 6
Communicate with a clear voice and use correct pronunciation.
COMPETENCY
Communicate effectively in a variety of formats.
NON_PERFORMANCE: Does not communicate with a clear voice or use correct pronunciation.
BASIC: Communicates in an acceptable manner with some mispronunciations.
PROFICIENT: Communicates with a clear voice and uses correct pronunciation.
DISTINGUISHED: Communicates with a strong, clear voice and flawless pronunciation.
Comments:
An oral presentation was not included. Therefore, voice cannot be evaluated.
https://scoringguide.capella.edu/grading-web/gradingdetails
7/7
7/18/2019
Capella University Scoring Guide Tool
COM-FP3200
u04a1 – Gendered Education in the United States
Learner: Bryan , Nickerson
OVERALL COMMENTS
Bryan,
I appreciate the effort you have put into this paper! The bulk of the content consists of information/quotes from
research. Using information/quotes from your research on the topic is great! It serves as support for your own writing.
Paraphrase. The bulk of your paper should consist of original writing. This allows your professors to determine your
understanding of the material based on your application of it. If the bulk of your paper consists of information/quotes
from the literature, what are you supporting? This results in evaluating someone else’s work. Aim to have 80% of your
writing as your original thoughts and opinions. The remaining 20% as quotes or paraphrases to support your
thoughts.
Thanks, Professor Hudson
RUBRICS
https://scoringguide.capella.edu/grading-web/gradingdetails
1/6
7/18/2019
Capella University Scoring Guide Tool
CRITERIA 1
Explain how K-12 schools can intentionally or unintentionally enforce gender roles.
COMPETENCY
Critically analyze issues related to gender and communication.
NON_PERFORMANCE:
Does not explain how K-12 schools can intentionally or unintentionally enforce gender roles.
BASIC:
Describes but does not explain how K-12 schools can intentionally or unintentionally enforce gender roles.
PROFICIENT: Explains how K-12 schools can intentionally or unintentionally enforce gender roles.
DISTINGUISHED: Evaluates how K-12 schools can intentionally or unintentionally enforce gender roles.
Comments:
Please revise your paper to make it your own, using quotes/paraphrases as support.
https://scoringguide.capella.edu/grading-web/gradingdetails
2/6
7/18/2019
Capella University Scoring Guide Tool
CRITERIA 2
Describe how colleges and universities either support or disregard gender issues on
campus.
COMPETENCY
Critically analyze issues related to gender and communication.
NON_PERFORMANCE:
Does not describe how colleges and universities either support or disregard gender issues on campus.
BASIC:
Identifies but does not describe how colleges and universities eith…
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