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How does gender play a part in education
How does gender play a part in education
How does gender play a part in education
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Boys educational underachievement (Epstain et al, 1998, Reed, 1999), has raised nationwide and global apprehension and has been the main focal point of the current ‘gender agenda’. Newspapers consist of headlines such as “It is right to worry about the future of our young men” (2010 The Observer), “Use sand to help young boys write, says government” (2009: Guardian), “Are co-ed or single-sex lessons best?” (2009: Guardian) and “Quarter of boys miss writing target at 7!” (2009: Guardian) In this essay I will present relevant statistics illustrating the current gender gap of boys underachievement. Further to this, I will also exemplify the social and political change in times in terms of how this has effected boys and girls educational attainment, identifying the contrast of attainment amid girls and boys in education. Finally, I will suggest how I would tackle such an issue, if I had the influence to do so. Geoff Hannan, an expert on the topic, suggests that boys are 11 months behind girls with regards to speaking and listening skills, one year behind in literacy and six months behind in mathematics. Hannan also claims that by KS3 tests that take place in year nine, girls are frequently over a year ahead of the boys in English, 10% more girls consistently achieve the higher GCSE grades (A* to C). The core subject of English appears to represent the largest separation between girls and boys academic achievement. Ivan Lewis MP suggested that 17% of girls rocket ahead, attaining higher scores than that of the boys in this subject. In other subjects such as history, geography, design and technology and modern languages, Lewis claims that there is still an apparent variance, with an out performance of 10% higher marks a... ... middle of paper ... ...ann, 1999. Print. Kirby, R. "Underachievement in Boys." Practical Parent. Winchester, Web. 19 Mar. 2011. . Pirie, Madsen. "How exams are fixed in favour of girls." The Spectator, [UK] 20 Jan. 2001: 2-4. Print. Reed, L. Raphael. "Troubling Boys and Disturbing Discourses on Masculinity and Schooling: a feminist exploration of current debates and interventions concerning boys in school.." Gender and Education 11.1 (1998): 93-110. Print. Shepherd , Jessica . "Quarter of boys miss writing target at 7 ." The Guardian [UK] 25 Aug. 2009, sec. Education: guardian.co.uk. Web. 24 Mar. 2011. Spencer, H. The Priciples of Biology 2. London: No Publisher, 1867. Print. Williams, Rachel . "Use sand to help young boys write, says government." Guardian [UK ] 29 Dec. 2009, sec. Education: guardian.co.uk. Web. 24 Mar. 2011.
Novelist, Christina Hoff Sommers, in her narrative essay, “The War Against Boys”, the essay explains of how boys are a year and a half behind girls in education. Sommers purpose is to convey the idea that girls are not treated as boys are when it comes to the classroom. She creates a dramatic tone in order to convey to her readers that boys and girls have a different mindset. She also arguers about how some of the blame is towards Carol Gilligan as well as organizations such as the National Organization for Women for creating a situation in which Obstacles on the path to gender justice for girls and boys are resented, both as the unfairly privileged sex.
The argument David Brooks delivers about the gender gap at school regarding males reading comprehension is irrelevant. As students beginning their education they need to be able to create their own study set, regardless of the material. Despite, "what field males are interested in, they will have to read. And the better they can read, the easier it will be for them to learn new subject matter and to effectively communicate their knowledge"
Because young boys are more active they often are disciplined, while girls are often quieter and naturally become a teacher’s favorite. This causes problems because classrooms naturally become more attuned to a girl’s style of learning, leaving young boys behind in the classroom from an early age. “Boy Problems” by Ann Hulbert goes into detail over the increasing “gender educational disparity.” Hulbert gives the reader useful information about how and why men are falling behind and the increasing gender differences in education. When fixing a problem one must first realize the problem exists. Now that the problem has come to light, action must be
A. Evidence (grounds): According to National Center of Educational Statistics, boys are more likely to fall behind girls in educational achievement (2009). They are more likely to be suspended, expelled, and in need of special education (Sage Journals, 2010).
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
Imagine living in a time when your only role is to get married, bear children, and take care of your house and husband. Adrienne Rich proposes an ulterior idea in her essay “Taking Women Students Seriously” Women should not only question the gender standards but discuss the gender norms that society has created; by discussion and attention to the matter we can eliminate it all together. Women are not represented in school curriculums enough and have a large misrepresentation in society. Rich draws attention to: What women have working against them in education, how women are perceived in the world by the media and advertising, and the gender roles that society pressures young children to contort to. By striking up a discussion
Starting at a young age, girls are discouraged from being interested in science and math. They could be deterred from their parents, their male peers, and even their teachers. Often parents internalize gender roles, and therefore, it can be more difficult for the female to break the gender role; possibly running the risk of either disappointing her family or disappointing society because that’s who set up the traditional gender roles. Parents are more inclined to promote “assertive behavior” in their sons and “emotional sensitivity in their daughters” (Tindall and Hamil 2004). As a result, boys tend to be more assertive in the classroom, and girls tend to display more passive behavior. As the children grow, and boys begin to notice this behavior of their female peers, they may express concerns regarding the sui...
and writing. Ed. X. J. Kennedy and Dana Gioia. 12th ed. New York: Pearson, 2013. 32-37
As the early years are a critical time for children to develop the rudiment of gender awareness and gender identity, early childhood teachers should create a gender-fair learning environment for children and consciously counter the issues of gender inequity when they are exposed in the child care centre. This essay focuses on how gender inequity and stereotypes are generalized in the early childhood period and methods for early childhood teachers to address gender inequity in the child care centre. It will illuminate how my understanding of gender inequity and stereotypes in early childhood education has extended from a future early childhood teacher’s perspective. It also attempts to interpret how these articles discuss the relation between
Jones, Jill, and Jill East. "Empowering primary writers through daily journal writing." Journal of Research in Childhood Education 24.2 (2010): 112+. General OneFile. Web. 22 Feb. 2011.
Salzman, Mark. True Notebooks: a Writer's Year at Juvenile Hall. New York: Vintage, 2004. Print.
Writing and Learning Disabilities International: Overcoming Learning Difficulties 6.3 (2006): 347-67. Web. 16 Feb. 2014.
Students are more focused and therefore have better test scores in single-sex classrooms. Although stereotypes are formed because of separating genders, a study in the 2009 British Educational Research Journal concluded that in single-sex classrooms, girls achieve more in math and science while boys achieve more in English (Kwong). Stereotypes have been developed early on of what girls and boys are more proficient at. Naturally girls are better at English; boys, math and science (compound sentence: elliptical construction). Single-sex classes encourage girls to pursue more in science and math and boys in English because it takes away gender stereotypes. If a boy and a girl are in the same science class working together, the girl becomes the scribe to write down data while the boy is doing the experiment (Kwong). Math and scien...
The primary role of education and the education system is to contribute not just towards the academic but also the social development of children. Many people are of the view that some educators fail to cater to individual learning needs and or learning styles, thus blame the school system for male underachievement in Caribbean Secondary Schools. According to Bainbridge (2015) underachievement occurs when a child's performance is below what is expected based on the child's ability. Cobbet & Younger (2012) assert that “boys’ underachievement in the Caribbean has been a high profile issue since the 1990s” but point out that the ‘extent of the problem, the extent to which it actually constitutes a problem, and the ways it can best be explained and understood have been deeply contested’ (pp. 611). Given this issue, educational underachievement of boys was the focus of a three year longitudinal study launched in April 2011by the Commonwealth Secretariat. Its mandate was to identify factors contributing to the