Family Engagement in Early Childhood Education

Family Engagement in Early Childhood Education Linda Harrison Imagine for a minute your most valuable possession. Think about a stranger coming up to you and saying, â€Å"I’ll take care of your valuable possession for you every day. I’ll take good care of it, but I might change it a little because I’d like to have my own relationship with it. You can pick it up from me at the end of each day, but you’ll need to bring it back to me again every morning. (Keyser 139) Janis Keyser is a published author that cares about parent-teacher partnerships and her works have been adopted by the National Association for the Education of Young children (NAEYC). Her writings are about the success of the whole family in their homes and child care when the family is actively involved in their child’s education. Her quote is meaningful when you replace the words â€Å"valuable possession† with â€Å"child.† Would her words make you want to get to know that person first? Would you think it was important to spend time in conversation with the person caring for your child? Of course you would. Parents want to know the person responsible for their child in their absence. Communication becomes paramount in this situation. Parents and teachers need to develop a good relationship with open lines of communication. Teachers want you as a partner in your child’s education. When you don’t talk about school or to the teacher your child hear s a message. That message says school isn’t important. The child may reason he or she isn’t important either. Families know about their children and teachers know about education. This knowledge needs to be shared to promote your child’s success. Any connection between family and school is good. Family involvement is a term used to describe the family’s participation in their child’s school. Participation includes spending time at the school or a function, being active, and doing it with a smile. The school’s self-interests and ideas are supported through involvement. If the teacher would ask for someone to bring in sea shells for beach week, the parent is only in control of whether or not they will be able to complete the task. Family engagement is better as it is the family as co-contributor rather than merely a client. The family’s ideas and self-interests interconnect with the school’s interests when they are actively engaged. Eric’s family went camping and his mother and teacher were talking about how much Eric enjoyed it. Eric’s m other offered to bring in tents and other camping items if the teacher chose to do a study on camping. The idea and interest came from the family. Eric’s mother came and participated in telling stories to the children about camping. Children learn that school matters by seeing their family actively engaged. When everyone’s interests in the child’s education are supported and encouraged the teacher is better equipped to individualize the child’s learning, the family is comfortable to approach the teacher, and the child gains confidence. The family and child are also able to build trust within this new relationship. Engaged families allows for flexibility through the sharing of ideas and information to achieve beneficial outcomes. Children learn that school matters by seeing their family actively engaged. It is crucial that families and teachers develop trust and reciprocal relationships to enhance the partnership. That relationship is as important as the t eacher-child relationship. Teachers must have relationships with children that include trust and attachment. Education theorist, Erik Erikson said the first human emotional milestone is the infant’s trust and attachment to a caregiver. His theory states â€Å"this stage sets the life-long expectation that the world is a good place to live† (qtd. in Santrock 25). This allows them to take chances and risks in learning. Without trust they experience doubt and won’t take initiative and may feel anxious. The children need to make connections in order to develop independence. When they have a strong trusting relationship with adults it promotes cognitive, literacy, social and emotional developments. You are your child’s first teacher and first experience in trust. When your child observes you and their teacher having a conversation it sends messages to your child. This message is that their family is valued and appreciated. Another message may be that your child is important to both parties. That happens when your child realizes the conversations are about more than problems your child may be having. Children enjoy feeling pride in their families and that has an influence on their self-esteem. When the family and the child are feeling confident it improves morale, energy and positive thinking among all involved. That will promote an enhanced learning environment for the child whether it is in a classroom or home environment. The Family Involvement Network of Educators (FINE), a Harvard Family Research Project reported that children spend, â€Å"20 percent of their waking time annually in formal classroom education, leaving 80 percent of their time to explore and enhance their learning interests in non-school settings. (Lopez) Since the family is the child’s first teacher, the home is the child’s first learning environment. The family’s success is not about the clothes they wear, where they live or where they work. It is how they care for and nurture each other. Family interactions at home are learning opportunities. When conversations take place children learn new vocabulary and literacy development is supported through reading together. Children’s social and emotional development is promoted watching family members in social settings. They see how people deal with happy, sad, and angry moments. They watch problem solving when something isn’t going as planned. Their li teracy development gains through familiar labeling in the home and regularly visited places. In a grocery store they see familiar brands on items. Children enjoy games about naming the color of the item, finding the letters in the name of the item, and counting how many items Mother needs to buy. At home while putting the groceries away the child learns responsibility while helping. Your child enjoys having conversations with you. Asking what happens if the ice cream isn’t put in the correct place supports your child’s critical thinking while they may be having fun talking about melted ice cream. There are many learning opportunities in the home environment that you do every day without being aware you are teaching. I always talk to my daughter. When we go on a walk or to the store or on the bus, we are continually talking. We talk about what we see, we ask questions, and we tell stories. When her teacher saw us one day having a conversation in the garden at school, she told me that I was helping my daughter learn a wonderful vocabulary, which would help her learn to read. I felt so proud that I was helping my child learn. I thought only teachers did that. (Keyser 7) These interactions are paramount to the child’s development. â€Å"Almost any activity – reading or play – does more to develop their minds, imagination, physical coordination, confidence and character than sitting in front of the tube.† (Griggs 1) At home activities help promote school readiness. Children are learning more at earlier ages than in previous years. It may be due to both parents working and there are multiple early childhood programs in every city. Children entering kindergarten are expected to know their letters, how to use a pencil, count with an awareness of its meaning, and how to take turns. They need to know colors, write their name, and recognize some words. Children from homes where families actively engaged in literacy activities like daily reading together were above average in being ready for kindergarten. (Bower 1) There are families that expect early childhood programs to be responsible for the child learning these skills without the family doing anything at home to support the skill development. Today’s working parents feel overwhelmed with the time restraints. It’s not about the time it’s about â€Å"singing songs, reading books, and telling stories are important parent– child activities that support learning when children are young† (Lopez). These activities can be done anywhere and anytime the family is together. The National Institute for Early Education Research reported it is important to note that progress can be seen where a partnership between school and home will reinforce the learning and further the child’s development. The National Institute for Early Education Research also reported that discussing changes in a child’s readiness skills can open a dialogue about the child’s strengths and concerns of the teacher or family. (Snow 1) The National Association for the Education of Young Children (NAEYC) published this article by Snow on the research findings and is a dedicated group that supports teachers and anyone interested through communication of information in early childhood development and education. It is a great source of information and knowledge and can be found at www.naeyc.com. Communication is the usual one-way means of delivering information. Conversation, on the other hand, is a two-way exchange of information and much more apt to lead to a successful relationship between the family and the teacher. Is your child’s caregiver the previously mentioned stranger or your partner in your child’s education development? Teachers are well aware that many families have time restraints and must hurry off to deal with their daily responsibilities. Families feel â€Å"no news is good news† as the saying goes about teachers informing them about the child’s day. The families feel that the teacher would certainly approach them if something important needed to be communicated. (Drugli 7) Sammie’s family didn’t think it was important to tell the teacher during drop off about the death of Sammie’s fish. That would have been important knowledge for the teacher when Sammie suddenly broke down in tears because â€Å"My mommy f lushed â€Å"Goldie† in the toilet at home.† That was a lost opportunity of a conversation between partners. It also would have prepared the teacher for the emotions and following conversation with Sammie. To adults this would seem inconsequential but a very important impact on Sammie’s emotional development. What message did she get from the family not taking time to discuss the incident? Sammie had to depend on her teacher for warmth and comfort. Children need to feel safety and security in every environment. It is important for teachers to understand the family structure of each child. Each family is different and cultures need to be respected. The dynamics of each family make it important how the teacher addresses family members. There may not be a father or mother. There are new practices in creating families. There are extended and blended families. There are multiple homes that a child may be living in. Urie Bronfenbrenner, childhood theorist, says children’s development is affected by all the different systems they are part of and how those systems interact with each other. (Keyser 1) Children observe the adults interactions and learn from them. During drop off when the adults greet each other the child learns who is welcome at the school. The child sees mutual respect shown and that is comforting to a child. It is important for them to observe conversations and see the body language connected with it. This is a way they learn social interactions. Children are learning all the time everywhere they are. Children are very perceptive and need help learning about social interactions. Parent-teacher relationships and partnerships are important but need to be developed with the children in mind. If one child’s parents aren’t able to come into the classroom to participate in activities the child may feel left out or unimportant. We should always approach ideas and activities considering the child’s perspective and feelings. Parents’ feelings are important too. Recently a parent confided in me that she is overwhelmed with work, home, and raising two children as a single parent. Her children are well cared for, clean, and always smiling. The children are a little behind in some of the areas of development. Teachers are educated about the domains or areas of development and are able to help support the child’s successful development. Teachers are caregivers that include education and developmental support. While talking with this parent I learned she felt inadequate and not good enough to engage in conversation with teachers or other parents. I assured her that all parents have doubts but they have children in common and they may find even more support and friendships along the way. Parents are as important to teachers as they are to their children. I invite you to share an example of what you think family engagement in anywhere, anytime learning looks like. Let’s start a list of no or low cost activities families can do together. One idea may lead to another! Reflection Works Cited Bower, Carolyn. Early Childhood Education Increases Participation and Attention, Teachers Say Study of Kindergartners Shows That Parental Involvement is Vital To Readiness for SchoolSt. Louis Post-Dispatch[St. Louis, MO] 04 Nov. 1999: B,1:2. Print. Drugli, May Britt Undheim, AnneMari. Partnership between Parents and Caregivers of Young Children in Full-time Daycare.Child Care in Practice18.1 (2012): 51-65. Web. 7 Dec. 2011. Grigg, France. â€Å"Teachers Ask Parents to Be Partners in Learning.† Cincinnati Post 9 September 1996, 8A. Web. 28 July 2014. Keyser, Janis. From Parents to Partners: Building a Family-Centered Early Childhood Program. St. Paul: Redleaf Press, 2006. Print. Lopez, M. Elena, Caspe, Margaret. â€Å"Family Engagement in Anywhere, Anytime Learning.†Family Involvement Network of Educators (FINE) Newsletter, 6(3). 2014. Web. 3 August 2014. Santrock, John. Children. New York: McGraw-Hill, 2010. 5-49. Print. Snow, Kyle Ph.D. Research News You Can Use: Family Engagement and Early Childhood Education.NAEYC. Web. 22 July, 2014

Mid Term Essay

I affirm that the attached work is entirely my own, except where the words or ideas of other writers are specifically acknowledged according to accepted citation conventions. This assignment has not been submitted for any other course at Robert Kennedy College or any other institution. I have revised, edited and proofread this paper. I certify that I am the author of this paper and that any assistance I received in its preparation is fully acknowledged and fully disclosed in this paper (examination). I have also cited any sources (footnotes or endnotes) from which I used data, ideas, theories, or words, whether quoted directly or paraphrased. I further acknowledge that this paper has been prepared by me specifically for this course. MIDTERM ASSESSMENT Q1. 70 Points Understanding Human Behavior is critical to organizations – discuss the benefits of self evaluation/self assessment as it relates to leaders today. Q2. 30 Points: Prejudice can be hurtful and destructive – discuss how you can personally reduce prejudice in your workplace – please provide an example. Understanding Human Behavior is critical to organizations – discuss the benefits of self evaluation/self assessment as it relates to leaders today. As the world is becoming more dependent on electronic gadgets, its becomes more difficult to have a face to face discussion or contacts with the people we work with. These have made it more important to understand the behavior of the people we work with and more critical to any manager that wants to be successful in his organization. For a leader to fully understand Human behavior, that person need to first do what is called self assessment. † being self aware allows one to recognize and improve their strength and weakness in order to maximize their leadership[ potential† Discovering your Authentic Leadership, Harvard Business Review February 2007 page 3 Human behaviors are must predictable if one have taken time to sturdy another person. In organizational Behavior 15th edition by Stephen and Timothy page 11 â€Å"Behavior is generally predictable and the systematic study of behavior is a means to making reasonable accurate predictions† Self evaluation is a major factor towards becoming a good leader, because this evolves looking at oneself so that all aspect that is important are identified and evaluated. As a leader you need to know your capacity and ability. The oxford dictionary defines self assessment as an evaluation of oneself or actions, altitudes or performance. As the definition implies there are several ways that a leader can evaluate his or her performance. In Harvard Business review of 2007 with the title discovering your Authentic leadership page 5 eight key questions are asked, and this I believe if well understood can benefit a leader today. And help to develop a better self evaluation mechanism. The people and experience in your early life have a great impact on an individual, As a leader knowing where your coming from is very important and this makes you to compare note to with were you want to be in the future. Self evaluation will help you know if progress is being made and were more efforts are required. As a modern leader you need to be systematic in your assessment, without over overrating your skills, this can be done through your pears subordinates by way of asking questions that brings out the honest answers from them. Arrogance should not have a part in these for your survival depends on their honest response. Every leader most have values, HBR in discovering you Authentic leadership page 4 says â€Å"The value that forms the basis for Authentic leadership are derived from your beliefs and convictions, but you will not know what your true values are until they are tested under pressure† must time people say† Nothing will ever make me change my mind â€Å"only to shift ground when much pressure are mounted on us, In other wars pressure is what refines our true vales, and when self evaluation is applied the value that you have or come out with unshaken is your true value. A leader is also motivated to act by one action or the other, self assessment will help you to know your motivation, does it come from the inside or the outside? Knowing the answers will help you to discover yourself. Most people waste there life leaving a programmed life, and not having satisfaction, only when they do things out of motivation will they truly be happy. You’re Family, friends, workmates and neighbors all reflect the kind of a leader one is so in the process of self assessments one needs to evaluate all to be sure whether the right set of people are what he has around him. Success is a team work; we are all interdependent on each other. Another area of leadership self awareness is on consistence, Do I double speck? A leader should be known as one who is constant in all situations that confronts him, and make sure everyone within the organization is carried along on most activities. A leader should assess his personality to see if he owns up to his mistake, leaders are human, they make mistakes and should accept correction. Leaders need to make out time for themselves and family. Having done a proper self assessment as a leader am ever more determined to develop a system and process were talented people are attracted and aligned to be future leaders. â€Å"No individual achievement can equal the pleasure of leading a group of people to achieve a worthy goal. When you cross the finish line together, all pain and suffering you may have experienced quickly vanishes† HBR discovering you authentic leadership page 8. In conclusion every leader must do some kind of self assessment periodically for improvement; this in true reflects in the person the quality of a good leader. Q2. Prejudice can be hurtful and destructive – discuss how you can personally reduce prejudice in your workplace – please provide an example. â€Å"All human being are born free and equal in dignity and right, they are endowed with reason and conscience and should act towards one another in a spirit of brotherhood†. Article 1 of the Universal Declaration of Human right. Despite this well articulated statement, Prejudice is still a universal problem, we all are prejudiced in one way or the other, but for us to be good leaders we all need to work hard in other to reduce prejudice in our work place. As a step towards reducing prejudice one has to acknowledge that it really exists. It is only when we accept it existence can we start to discuss way to end or reduce prejudice. â€Å"Prejudgment becomes prejudice only if they are not reversible when exposed to new knowledge† says the book the Nature of prejudice. And only the type of contacts that lead people together is likely to result in changed attitudes. According to the report UNISCO against Racism â€Å"education could be a precious tool in the struggle against new form of racism, discrimination and exclusion† having this fine idea before us should make us more aware of our responsibilities. The book Understanding Prejudice and discrimination says. â€Å"Perhaps they must important conclusions to emerge from prejudice research are 1. No one capable of human thoughts and speech is immune from harboring prejudice. It often takes deliberate effort and awareness to reduce prejudice and 3. With sufficient motivation it can be done† As a business owner I have I have synchronized the research work into my working environments. And this have reduced Prejudice in our organization, My country Nigeria is a multi ethnic and culturally diversified nation with more than three hundred ethnic groups. Must time working with people of different ethnic groups can be challenging if once does not do away with his pre conceived thoughts about another tribe. As an IGBO specking person I have come not to think that any other tribe is inferior to mine. So during recruitment we do not discriminate or apply mono-ethnic sentiments, rather we appreciate the diversity and uniqueness of our individuality. So everybody who performs well is given the opportunity to work with us. I have also made sure that each project team is not mono-ethnic; so that they can all learn from their diversity and this have really reduce the level of prejudice in our work place. I have notice a staff who was once very prejudiced about an individual from another ethnic group being good friends after they worked together on a project for a period of time, when I asked about his the new closeness and friendship with the person he was once prejudiced about he simple replied â€Å"ignorance can kill†. This was because by working with the individual as project team member he came to realize that the person has a very good principle and very hardworking too against what he previously thought.

Are You a Good Communicator? Essay

Communication is said to be the process of sharing a person’s information to another person or a group of people it could be one’s thoughts or feelings through spoken words, written words, or body language. I think effective communication does require the transmitted information is received and understood by the receiver in which it was intended. Interpersonal relationships are important in the health care industry because teamwork and positive working relationships between the healths care team and their patients. â€Å"To trust health care is an important interpersonal skill and is very effective for doctor-patient relationships. â€Å"The need for interpersonal trust relates to the vulnerability associated with being ill. Without trust patients may well not access services at all, let alone disclose all medically relevant information. Trust is also an important interpersonal element in effective healthcare team development. A supportive climate encourages open, honest, and constructive interactions among informal conversations and formal conversations. While a defensive climate leads to competitive or even destructive conflict. There are six dimensions of behavior. Each dimension has an opposite or polar end. One side of the dimension creates a defensive climate, while the opposite side creates a supportive climate. The six poles for supportive dimensions and its polar opposite are description versus evaluation, problem orientation versus control, spontaneity versus strategy, empathy versus neutrality, equality versus superiority, and provisional’s versus certainty. â€Å"All of the dimensions supportive and defensive climates are valid factors in determining the effectiveness of communication. Knowing how to express one’s self in a supportive rather than a defensive way, opens the door to improving the communication climate in all relationships† (Cheesebro, O’Connor, & Rios, 2010, p.135). Supportive relationships are more appropriate in the healthcare workplace because supportive climate encourages open, honest, and constructive interactions among the healthcare team and their patients. The assertive style in communication allows an individual to state what he or she thinks, feels, wants, or needs in a way that is direct, honest, and respectful of others while allowing others to do  the same. Assertive communication is appropriate in the healthcare workplace because assertiveness is based on mutual respect that is needed in the healthcare workplace; it is an effective and diplomatic communication style. â€Å"Assertive communication is best understood when compared with aggressive and nonassertive communication† (Cheesebro, O’Connor, & Rios, 2010). Assertiveness is expressing thoughts while showing respect to others, aggressiveness is expressing thoughts while showing disrespect to others, and no assertiveness is not showing any needs or wants at all. On the How Assertive Are You? Exercise in chapter 6 of Communicating in the Workplace I scored a 40 this exercise tells me that I am reasonably assertive in some areas but considerably less so in other areas. I agree with the example its provides â€Å"you refrain from voicing your views in a group setting, particularly if you know others disagree with you† (Cheesebro, O’Connor, & Rios, 2010). The example that was given is exactly how I am among a group of people. My communication style is a mix of assertive and nonassertive gestures (voice, speech pattern, and facial expression, eye contact, and body movements). Depending on the situation, my voice is quiet and often closed when am in a group of people I find it very hard to speak around of groups, My speech pattern may be hesitant because I do find myself scared when am faced with more than one person at a time, My facial expressions may be quick-changing features or frowns when angry, otherwise â€Å"open.† My eye contact is always on the people that are speaking making eye contact. My body movements are usually relaxed sitting upright and I often talk with open hand movements. So rather you are a good communicator there is always room for improvement. Anybody that would to take their own assertiveness self-assessment test there is a free one on the Internet at http://acoachforchampions.com/Assertiveness_Self.pdf. References Cheesebro, T., O’Connor, L., & Rios, F. (2010). Communicating in the workplace. Upper Saddle River, NJ: Prentice Hall. Rowe, R., & Calnan, M. (2006). Trust Relations in Healthcare – The New Agenda. Oxford Journals – Medicine – European Journal of Public Health, 16(1), 4-6. Retrieved from http://eurpub.oxfordjournals.org/content/16/1/4.full

Biological Determinism Definition and Examples

Biological determinism is the idea that an individual’s characteristics and behavior are dictated by some aspect of biology, like genes. Biological determinists believe environmental factors have no influence on a person. According to biological determinists, social categories like gender, race, sexuality, and disability are based on biology and this justifies the oppression and control of specific groups of people. This perspective implies that an individuals path in life is determined from birth, and therefore, that we lack free will. Key Takeaways: Biological Determinism Biological determinism is the idea that biological attributes, such as one’s genes, dictate one’s destiny, and environmental, social, and cultural factors play no role in shaping an individual.Biological determinism has been used to uphold white supremacy and justify racial, gender, and sexual discrimination as well as other biases against various groups of people.Although the theory has been scientifically discredited, the idea that differences between people are based in biology still persists in various forms. Biological Determinism Definition Biological determinism (also referred to as biologism, biodeterminism, or genetic determinism) is the theory that an individuals characteristics and behavior are determined exclusively by biological factors. In addition, environmental, social, and cultural factors do not play a role in shaping an individual, according to the theory. Biological determinism implies that the divergent circumstances of various groups in society, including those from different races, classes, genders, and sexual orientations, are inborn and predetermined by biology. As a result, biological determinism has been used to justify white supremacy, gender discrimination, and other biases against groups of people. Today, the theory has been scientifically discredited. In his 1981 book refuting biological determinism, The Mismeasure of Man, evolutionary biologist Stephen Jay Gould asserted that the researchers who found evidence for biological determinism were most likely influenced by their own biases. Yet, biological determinism still rears its head in current debates about hot button issues like racial categorization, sexual orientation, gender equality, and immigration. And many scholars continue to uphold biological determinism to advance ideas about intelligence, human aggression, and racial, ethnic, and gender differences. History The roots of biological determinism stretch back to ancient times. In Politics, Greek philosopher Aristotle (384-322 BCE) claimed that the distinction between rulers and the ruled is evident at birth. It wasn’t until the eighteenth century, however, that biological determinism became more prominent, especially among those who wished to justify unequal treatment of different racial groups. The first to divide and categorize the human race was Swedish scientist Carolus Linnaeus in 1735, and many others soon followed the trend. At the time, assertions of biological determinism were mainly based on ideas about heredity. However, the tools needed to directly study heredity were not yet available, so physical features, like facial angle and cranium ratio, were instead associated with various internal traits. For example, in the 1839 study Crania Americana, Samuel Morton studied over 800 skulls in an attempt to prove the natural superiority of Caucasians over other races. This research, which sought to establish racial hierarchy in the nineteenth and early twentieth century, has since been debunked. However, some scientific findings continued to be manipulated to support assertions about racial differences, such as Charles Darwins ideas about natural selection. While Darwin did at one point reference â€Å"civilized† and â€Å"savage† races in On the Origin of Species, it was not a major part of his argument that natural selection led to the differentiation of humans from other animals. Yet, his ideas were used as the basis for social Darwinism, which argued that natural selection was taking place among the different human races, and that â€Å"survival of the fittest† justified racial segregation and white superiority. Such thinking was used to support racist policies, which were viewed as a simple extension of natural law. By the beginning of the twentieth century, biological determinism reduced any traits that were undesirable to faulty genes. These included both physical conditions, such as cleft palate and clubfoot, as well as socially unacceptable behaviors and psychological issues, like criminality, intellectual disability, and bipolar disorder. Eugenics No overview of biological determinism would be complete without discussing one of its most well-known movements: eugenics. Francis Galton, a British naturalist, originated the term in 1883. Like the social Darwinists, his ideas were influenced by the theory of natural selection. Yet, while social Darwinists were willing to wait for survival of the fittest to do its work, eugenicists wanted to push the process along. For example, Galton championed planned breeding among desirable races and preventing breeding among less desirable races. Eugenicists believed that the spread of genetic defects, especially intellectual disabilities, was responsible for all social ills. In the 1920s and 1930s, the movement used IQ tests to sort people into intellectual categories, with those scoring even slightly below average being labeled genetically disabled. Eugenics was so successful that, in the 1920s, American states began to adopt sterilization laws. Eventually, more than half of the states had a sterilization law on the books. These laws mandated that people who were pronounced genetically unfit in institutions must be subjected to mandatory sterilization. By the 1970s, thousands of American citizens had been involuntarily sterilized. Those in other countries were subjected to similar treatment. Heritability of IQ While eugenics is now criticized on moral and ethical grounds, the interest in creating a link between intelligence and biological determinism persists. For example, in 2013, the genomes of highly intelligent individuals were being studied in China as a means to determine the genetic basis for intelligence. The idea behind the study was that intelligence must be inherited and, therefore, established at birth. Yet, no scientific studies have shown that specific genes result in a specific degree of intelligence. In fact, when a relationship between genes and IQ has been demonstrated, the effect is limited to just an IQ point or two. On the other hand, one’s environment, including educational quality, has been shown to influence IQ by 10 or more points. Gender Biological determinism has also been applied to ideas about sex and gender, particularly as a way to deny specific rights to women. For instance, in 1889, Patrick Geddes and J. Arthur Thompson claimed that metabolic state was the source of various traits in men and women. Women were said to conserve energy, while men expend energy. As a result, women are passive, conservative, and lack interest in politics, whereas men are the opposite. These biological â€Å"facts† were used to prevent the extension of political rights to women. Sources Allen, Garland Edward. â€Å"Biological Determinism† Encyclopedia Britannica, 17 October 2013. https://www.britannica.com/topic/biological-determinismBurke, Meghan A., and David G. Embrick. â€Å"Determinism, Biological.† International Encyclopedia of the Social Sciences. Encyclopedia.com. 2008. https://www.encyclopedia.com/science-and-technology/biology-and-genetics/biology-general/biological-determinismGould, Stephen Jay. The Mismeasure of Man, Revised and Expanded. W. W. Norton Company, 2012.Horgan, J. â€Å"Defending Stephen Jay Gould’s Crusade Against Biological Determinism.† Scientific American. 2011 June 24. https://blogs.scientificamerican.com/cross-check/defending-stephen-jay-goulds-crusade-against-biological-determinism/#googDisableSyncMikkola, Mari. â€Å"Feminist Perspectives on Sex and Gender.† The Stanford Encyclopedia of Philosophy. 2017. https://plato.stanford.edu/cgi-bin/encyclopedia/archinfo.cgi?entryfeminism-genderSloan, Kathleen . â€Å"The Fallacy of Intelligence and Genetic Determinism.† The Center for Bioethics and Culture. 2013 May 9. http://www.cbc-network.org/2013/05/the-fallacy-of-intelligence-and-genetic-determinism/