Gender Importance Of Gender In Education

The force of societal stereotypes is a large part of this gap. Instead of joining STEM careers, the most common careers among women are secretaries, nurses, and elementary and middle school teachers (Mandell). This truly illustrates that when well-rounded, talented women have the choice, they are inclined to delve into the field in which society expects them to belong. In this way, the stereotype of women not being involved in STEM is forcing less women to be involved in these fields. The deficiency of women in technical fields, despite their well-roundedness and ability, can be directly related to unyielding cultural stereotypes that stigmatize women in supposedly masculine fields.

Moreover, all though “experiencing gender bias … Was mitigated among participants who also had a supportive network of STEM peers” (Robnett 73), due to the small number of women in STEM, this may be a hard task to accomplish (this will be further analyzed later in the study). A male-dominant environment can be difficult for women to permeate, as explained through the Social Identity Theory. This theory states that those in a place of privilege, such as being in the majority, will work to defend this privilege—in this context, this could be seen as men subconsciously seeing women in STEM as a threat. Gender bias in physics and math intensive fields puts women at a disadvantage, and furthermore these “Stereotypes can lead to biased evaluations against women in so-called gender-incongruous contexts, such as in STEM fields in which men have historically been dominant (engineering, physics, economics, computer science, geosciences, and mathematics)” (Ceci et al. 1). Therefore, as can be seen, women studying and working in physics and math-intensive fields face the additional challenges of stepping outside of their prescribed gender roles, permeating a male-dominant environment, and facing a possibly unwelcoming

There is empirical evidence to show that males do not like females to be clever in areas considered male. They think there is something strange about females who want to be scientists. (Fensham 2005. p.224). Keller (2002) postulates that maintaining gender differences may not be primarily due to teacher interactions but due to the behaviour of the schoolchildren themselves. This then reinforces the argument students themselves are forcing themselves into gender roles. Tobin (cited in Kahle 2005) states there is hidden invisibility of masculinity and dominance in science, in the masculine verbal bravado present and evident in science classrooms. By contrast, females lack science

In his video, A Brief History of Sexism in Science, by Michio Kaku made a point that women can easily be shut out of the science field. He told a story of a woman who was not given the opportunity to succeed within her field. He brings up a good point that girls and women are often pushed out or not encouraged to purse science fields. Reading 6, Chilly Classrooms for Female Undergraduate Students, makes the case that female students are not given the educational equality that others are given. Women are often academically discouraged, favoring men over women, and discouraging women in front of male peers and faculty. There is also lack of representation within the field, so it is hard for women and other disadvantaged groups to get ahead, since

In the field of comparative education, analysing the ways in which teaching and learning can be gendered is an important topic of discussion. Recent studies surrounding girl’s schooling in the developing world, specifically in sub-Saharan Africa, raise questions about the relevant of gender parity as a means to obtain educational equality. The number of out-of-school children consisted of disproportionately of girls in many countries in sub-Saharan Africa. Thus, comparativists often use quantitative data to analyse the female-to-male ratios on enrollment, access, and educational achievement. The Millennium Development Goals (2000) also focused on increasing access to primary school (Goal 2), and eliminating gender disparities in primary and secondary schooling (Goal 3). Yet, such quantitative data does not reveal whether gains in enrollment translate into gains to the social status of women’s livelihood in developing countries.

The idea of occupational stereotypes and gender-compatible preferences could already be seen practiced at the college level. Various studies found that the stereotypical perception that men are “better” at math, physics, and science to be true while women are much more likely to change majors if their initial choice was engineering in comparison to their white male counterparts (Gadassi and Gati 2009; Dickson 2010). Women are typically concentrated in subjects and work fields that have lower salary than men. There is an obvious correlation between gender and college major choice, which

417) which shows that males still perform better than females on both mathematics and science tests. So, there are fewer females with standardized test scores high enough to meet entrance requirements of engineering and technology programs, which are often rigorous. Not only do fewer women enter into these fields in the first place, but universities have noticed that retention of women is lower than retention of men in these fields. Amanda Griffith, in the Economics of Education Review, stated that “[women and minorities] are less likely to pick a STEM major initially, and if they do, less likely to remain in that major” (911). Although both genders struggle in STEM fields, statistics show that females have greater problems – only 37% of women who declare a STEM major upon entering college actually earn one while 43% of men do. In addition, fewer women than men switch into a STEM major from another department – only 10% of women and 15% of men had done so by the spring of their sophomore year (Griffith 915).So, there are two problems plaguing the representation of women in these fields – they are less likely to show an interest in these fields to begin with and are more likely to drop out of a STEM major if they do.

The most drastically noticed is usually in the place of education and work. Often boys and girls are separated because a boy is better at a girl in one thing and visa versa. A study done in November of 2016 found that, “A big part of the reason that girls stay away from STEM isn't about test results. It's down to self-confidence and the weight of public perceptions; girls and young women seem to absorb societal beliefs that "girls can't do math" and rate their own abilities lower as a result, while boys often have an inflated view of their skills. Parents in the study tended to hold higher opinions of sons' mathematical abilities, which probably added an extra layer of discouragement” (Thorpe). Although it may not be apparent, girls and boys are often steered into a specific educational choices by the older generation and educators based on their gender. A gender should not affect how a person is taught in school and what they want to do in life. As boys are girls are given different types of encouragement growing up, it often reflects on their career path. Often men and women are separated by which jobs are “gender appropriate”, but if women and men do get the same job they are also often separated. Noback and others said, “A wide range of empirical evidence suggests that women face more obstacles that hinder career advancement than men do. Based on a review, Tharenou found that the barriers

By targeting the number of enrolled female students at community colleges, we can increase the number of women college graduates and thus address the issue of the gender gap in the workforce. This would help achieve the overall goal of facilitating creativity and innovation by increasing diversity in STEM occupations. Any initiatives and programs designed for this purpose should also take into account possible etiologies of this gender discrepancy. Some well-known contributing factors to the lower number of female community college students enrolled in STEM courses include negative gender stereotypes regarding aptitude towards mathematics and science, and a decreased number of female faculty members in college and universities.

Over the past few years, there appears to have been exponential growth in discussion surrounding gender identity and the role educators ought to have in gender alignment. Multiple groups in BC have clashed over the issue, resulting in national media coverage. The proposed SOGI curriculum, for instance, has sparked a heated discussion between those for and against it, prompting Chilliwack school trustee Barry Neufeld call allowing children to choose their gender “child abuse” (Global News). The other side of the argument saw bi-partisan MLA support in favor of the new curriculum (Abbynews).

Not only are there few women earning STEM degrees, but there are also few female and university science teachers. A study reported that in high schools across the country, about 44% of science teachers were females (Bottia et al. 2015). Although this number seems to be very close to 50%, the study explains that this small gender discrepancies among science teachers have a profound impact on the number of students who decide to pursue a STEM degree. And that high schools which have more female STEM teachers, largely raise the chances of producing women who will

Education is a key part of people’s lives these days. Students around the world go to school to find out what their career should be, and to learn more about their job. You have to think from a student's perspective school is harder than it used to be. Now of days some kids have homework, projects, papers, and tests. A lot of times students have to work on their school work all at once. Not only has the subjects, tests, and assignments got harder. But learning if you're a different gender has a lot became harder. So it makes you think does gender impact achievement in education? Matter of face gender greatly impacts achievements in education.

“When girls are educated, their countries become stronger and more prosperous.”(Michelle Obama). Education is a cital practice which has shaped history for hundreds of years and is the main reason for countries to develop and progress as humanity to occur. Even though many of us share this same idea and want most of the world's children are currently being educated but many womens and girls are not still being educated. Mainly because of religious and traditional reasons or because there families aren't in a a good financial shape to educate them. All of this can stop by educating girls also educating girls brings GDP and economic growth and better educate generations in the future.

When looking at local and national standardized tests in elementary school grades gender differences are not very prevalent. In a large study of 1st through 3rd graders, the findings showed gender differences only in the children’s solution strategies and not in their skills (Levi, 2000). Another study looking at student skills only saw differences in confidence levels when it came to science class (Bojesen, 2000). Standardized test scores at age 9 show similar results among boys and girls. Around age 13 a gender gap appears in science, but not in math. Boys and girls at the 7th and 10th grade levels equally enjoy math and science class even though tests at these grades show girls scores in science fall in the 7th grade and math scores fall in the 10th grade. Regardless of test scores, male and female high school seniors are equally interested in careers in math and science. I think this statement shows that education may be moving in the right direction. If these 12th graders are equally interested in both fields, I hope it means they were exposed to non-biased classrooms.

Studies have confirmed that all cultures make a noticeable distinction between girls and boys, either consciously or subconsciously. A study on gender socialization in Chinese Kindergartens (Chen & Rao, 2010) states that although the Hong Kong government does not require the teacher to teach about gender. However, there is subconscious gender-based discrimination favoring the male gender. To the contrary, America is taking a turn to gender education, starting as early as Kindergarten (FPIW, 2016), focusing on gender expressions not only as a male or female but also include non-traditional identities, for example cross-dressing. Another important distinction in the development of children is the moral evaluation of modesty and self-promotion in diverse cultural setting, as noted in this study by (Cameron, Lau, Fu, & Lee, 2012). This study analyzed how young children distinguish the truth and found that many Asian communities reinforce early socialization and view humility, unpretentiousness or modesty as an essential element of virtue. It was noted that kids perceive the truth differently based on cultural values, with Canadian children telling the truth as the truth and showing a sense of pride in acknowledging their own good deeds with no shame in telling what they did for others. On the contrary, Chinese children are more modest and sometimes preferred to deny their good deeds, feeling embarrassed to admit the truth in fear of being seen as boastful. There was also a