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Education is the key to women's empowerment essay
Introduction of the topic women empowerment
Introduction of stereotype gender
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A common controversial topic is the debatable question – who is smarter men or women? This question has been roaming around for a while with numerous scientific researches attempting to come up with an answer. The question is still left unanswered. However, in today’s society, it’s been proven that women are more successful in education than men.
In this modern age where education is the gateway to success, women have surpassed men in academic assessment scores. Girls have “outperformed boys by 0.9 points [in reading scores]” and are climbing up to close the gap in math and science (Bauerlein and Stotsky; Brooks). It shows that girls are spending more time trying to achieve success while boys are floundering. Furthermore, in Bauerlein and Stotsky essay, they prove the evidence above by the drastic declination in book reading in overall but more extreme by boys with their rates “plummeting from 55 percent to 43 percent” while girls reading rates decreased from “63 percent to 59 percent”. This shows that boys are not focusing on reading or building their intellects in the way that girl...
“In the United States and several other countries, women now actually surpass men in educational achievements” (Josh, “Harvard Summer School”). Some women are more educated and qualified for most
Sommers begins her view on girls scouring higher than boys by expressing that girl students are moving ahead of boys. She appeals to the mournful emotions of the audience that she and many researchers get to the bottom of what the scores are between the two genders. She joins in this time of expressing in order to explain “scholars should be more concerned about the boys who never show up for the tests they need if they
He discusses the differences between boys’ and girls’ behavior in academics, “girls suppress ambition, boys inflate it” (432). Kimmel believes that girls do better in some academic areas, and males do better in others. He provides a logical explanation for rising test scores of girls compared to boys. Kimmel states, “Girls are more likely to undervalue their abilities, especially in the more traditionally “masculine” educational arenas such as math and science. Only the most able and most secure girls take courses in those fields.
It is a common phenomenon in coed schools that when an instructor asks a girl to answer a question in a science or math class, some boys always interrupt and answer that question correctly. Many girls at that moment may feel embarrassed, frightened, and even want to be invisible. In many cases, instructors do not punish the boys for their rude behaviors. As The learning environment and teachers’ attitude make girls feel pressure and decrease their Learning enthusiasm. As a result, girls and boys receive a different education even though they have the same class. In the U.S., the discrepancy in academic performance persists across gender. In order to close the gap and provide an equitable and quality education
Women's Brain When you look at the dictionary, the definition of 'Science' is "a branch of knowledge or study dealing with a body of facts or truths systematically arranged and showing the operation of general laws" (Webster's dictionary). In order to make a truth, many scientists take the time to observe or test with scientific methods. In the nineteenth century, there are some incorrect truths, even if it looks like truths logically arranged by scientific method, because the scientists understood the priori that already assumed the outcome would be the same as their predictions. As I read Stephen Jay Gould's argument from "Women's Brains", he found some unequal conditions that supported scientific method for intelligence of man. Paul Broca tried to measure the inferiority of women with scientific criteria that were invidious comparisons such as races, classes, and sexes.
A common belief at the time was that women did not have the same intellectual aptitude as men (Murray 176). Murray sets out to disprove the belief through the image of children; “Will it be said that the judgment of a male of two years old, is more sage than that of a female’s of the same age? I believe the reverse is generally observed to be true” (Murray 178). Murray makes her point. In general young children have the same intellectual level, regardless of gender. Therefore, why later in life are adult men smarter than adult women? Does age and time change aptitude and gifted ability? Continuing with her line of reasoning, Murray proposes that women are not as smart as men because they are not receiving an education; “Are we deficient in reason? We can only reason from what know, and if the opportunity of acquiring knowledge has been denied us, the inferiority of our sex cannot fairly be deduced from thence” (Murray 177-178). Murray suggests that an accurate scaling of mental prowess cannot be deduced because men and women do not have the same educational level; the very reason that women are being denied and education in the first place. Women’s education has become a paradox. Women cannot receive an education because they are not smart enough, but they are not smart enough because they are denied an education. Murray, having now established that women should have an education, then sets out to explain its
In Margaret Matlin’s textbook The Psychology of Women, the first consistent theme discussed is in regards to gender differences. Contrary to popular belief, psychological gender differences are typically small and inconsistent. Throughout the text, there are numerous situations, examples, and statistical data to support these findings. One example is the lack of gender differences in cognitive abilities. Matlin (2012) states, “Unfortunately, however, when people who are not experts discuss gender comparisons in thinking, they almost always emphasize gender differences. Meanwhile, they ignore the substantial evidence for gender similarities” (143). When people who
Stanley, J.C. Stumpf, Heinrich 1998. Current Directions in Psychological Science. Stability and Change in Gender-Related Differences on College Board Advanced Placement and Achievement Tests. December 1998 7:192:196
Do humans let their gender define their capability to learn? In the “The Gender Gap at School,” David Brooks talks about how “Male reading rates are falling three times as fast as among young women’s” (Brooks 391), because teachers are not providing equal reading interest in both genders. However, gender does not play a role in males capability to succeed in their education for reading. “The problem with gender is that it prescribes how we should be, rather than recognizing how we are” (Adichie).
Sadker, Myra, David Sadker, and Susan Klein. "The Issue of Gender in Elementary and Secondary Education." Review of Research in Education 17 (1991): 269. JSTOR. Web. 14 Mar. 2012.
Brooks argues that male and female brains work and experience things differently. He suggests that this theory is also the reason as to why young girls are surpassing their male counterparts in school settings. He incorrectly assumes that by separating males and females, males will be allowed to break free from gender stereotypes. Brooks strengthens his argument with results of brain research on sex differences. But, Brook’s argument is unpersuasive. He categorizes all young males, and suggest that single sex-schools are the best solution for them. He wants to apply a black-and-white solution to something that is just not that simple. While Brooks uses comparisons and surveys to convince the reader, his argument simply does
In many cases, women’s achievements are measured according to male oriented standards. I would like to argue with a more diverse approach to this cause. If humanity is comprised of both men and women, and we are equally dependent on each other for humanity’s survival, why are men and women not viewed as equals? These old attitudes are drilled into us from birth. If boys were taught mutual respect as they grew up, gender equality becomes a natural way of life. In the same way girls would need to be taught to set high goals; that they can reach as high as humanly possible. Unfortunately, typically male values and traditions have, over time, shaped the culture in Science, Engineering and Technology (SET) fields. This has created, in many ways, a hostile learning and working environment for women. From time immemorial, women have been regarde...
Required reading material in school often centers on female heroines. In the essay “Why Johnny Won’t Read,” authors Mark Bauerlein and Sandra Stotsky state, “Unfortunately, the textbooks and literature assigned in the elementary grades do not reflect the dispositions of male students…On the other hand, stories about adventurous and brave women abound.” The two authors are stating that there are hardly any male-oriented novels available from a young age, and so there is not much for boys to make self-connections with. The same essay provides several statistics to highlight the idea that girls read more than boys: “Between 1992 and 2002, among high school seniors, girls lost two points in reading scores and boys six points, leaving a 16-point differential in their averages…” Because reading is the sort of test that can be improved only by practice, it is evident that girls read more often than boys. ...
Girls are seen as caring, nurturing, quiet, and helpful. They place other’s needs above their own. Girls get ahead by hard work, not by being naturally gifted. Boys are seen as lazy, but girls are seen as not capable. In class, teacher will call on boys more than they call on girls. Boys are seen as better at math and science; while girls are better at reading and art. This bias is still at work even out of the classroom. There are more males employed at computer firms than women. The ratio of male to female workers in STEM fields is 3-1. In college, more women major in the humanities than in the sciences. In education, women are often seen as lesser than; even though 65% of all college degrees are earned by women. Women are still often seen as needing to be more decorative than intellectual, as represented by the Barbie who included the phrase, “Math is hard!” and the shirt that JC Penneys sold that said, “I’m too pretty to do homework, so my brother has to do it for me.” While there was a backlash on both items, it points out that there is a great deal of work to do on the educational gender bias to be
Call me a bigot if you want but men are better mathematicians than women. Year after year, men score higher on the SAT’s, more men receive prestigious educations from the best technical schools in the nation, and men obtain more degrees, secure more jobs and get promoted more often. “The ETS report on students taking the SAT examinations indicates that males have traditionally scored 40-50 points higher on the mathematics section” (Women) “In 1996, California Institute of Technology’s enrollment was 75% male, Massachusetts Institute of Technology’s enrollment was 62% male, Renssalear Polytechnic Institute’s enrollment was 77% male, Rochester Institute of Technology’s enrollment was is 68% male, and Worchester Institute of Technology’s enrollment was 79% male” (Baron’s). The future for women who enter the work place as mathematicians is no more encouraging. “Roughly three times as many women are unemployed and six times as many women are in part time positions. The female mathematicians who acquire these full time jobs are less likely than men to be promoted to a position such as full or associate professor” (awm-math.org). Females’ lack of success as mathematicians has nothing to do with their mathematical potential. The reason females do not excel in mathematical fields can be explained by high school course selection, social pressures and support and not by genetic differences.