Gender Equity in Education
Gender equity issues in mathematics and science have been the focus of many educators and researchers for years. Women have often been denied an equal education in math and science for many reasons. Parents and teachers must realize this fact and change their habits wherever necessary. Girls must be given the same opportunity as boys from the beginning, particularly in math and science where girls tend to lag behind.
First of all, the term gender equity must be defined. Gender not only includes the concept of sex, but all the social and cultural meanings that go along with being either male or female. Every interaction that takes place is in relation to the sex of those involved in it, therefore sex may be considered central to those interactions. Equity is "justice, impartiality, the giving or desiring to give each person his or her due." Gender equity may then be defined as being free from any kind of discrimination based on sex; males and females considered equal in every possible way (Hilke & Conway-Gerhardt, 1994). Gender equity has been addressed in many schools, articles and books in the past and is still an issue today. One idea that must be considered is the difference that exists between girls and boys in the areas of math and science.
Many ideas are involved in the issue of why girls are behind boys in math and science. The first factor is how parents treat their children. Parents have one of the greatest, if not the greatest influence, on their children’s lives and life choices. Their attitudes about such things as traditional jobs for women and treating girls differently than boys when dealing with school will often effect their children, especially their d...
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What would the criminal justice system be without punishment? Perhaps, the criminal justice system would not serve a function or cease to exist. Punishment is one of the main facets of the criminal justice system. It holds such significance that it even reflects the beliefs and values of a particular society. Fyodor Dostoyevsky (1821-1881) once said “The degree of civilization in a society can be judged by entering its prisons.” (Pollock, 2010: 315). Punishment has been around since the beginning of civilization. With its rich history, the concept of punishment has been analyzed by some of the most renowned theorists, some of which include Jeremy Bentham, Cesare Beccaria, Adolphe Quetelet and André-Michel Guerry (Pollock, 2010: 318). Once found guilty of an offense the type of punishment must be determined. There are many different rationales used to answer why it is necessary to inflict punishment. Rationales for punishment include retribution, prevention, treatment and rehabilitation. To better understand these rationales ethical systems such as utilitarianism, ethical formalism and ethics of care can be used. The general public should be knowledgeable about punishment, even more so should professionals in the criminal justice field because they are directly linked to it in some way.
Short-term deterrence works in the here and now, moments such as a murderer just had the death sentence carried out deterring that criminal from acting again and spreading a fresh fear through other criminal minds of the risk that is in play with committing certain criminal acts against society. The short-term deterrence acts more like a word of caution, causing offenders and citizens alike to think or re-evaluate before doing due to the fear of death. Long-term deterrence, also known as general prevention, is more of a concept that must be true in order for the concept of deterrence to work within individuals and work in society and criminals alike. That concept is “that the existence of the death penalty for a crime has a ‘moralizing’ influence on people’s perceptions of the gravity of the crime,
Raymond T. Bye describes the basis for the theory of deterrence in the idea that the privilege to live and therefore an individual’s life is the most sacred and only thing any human really owns. Because of this, threatening an individual with the consequence of death will cause them to decide not to engage in the criminal activity. There is a spectrum of consequences that individuals mentally process for...
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Deterrence – is connected to punishment where it is a way to let a person who has committed a crime know and to let the rest of society or those looking to commit a crime know it will not be tolerated or accepted and there is the possibility of some form of punishment. (Stojkovic and Lovell 2013) If a person or society sees what can happen if they commit a crime by seeing what happens to others then they are more likely to obey the laws and live an honest lifestyle.
The “Politics” section, from the UN’s 2008 report of the progress of the world’s women, discusses in detail how women’s roles in government and politics in general have expanded and can continue to expand. Moreover, it also explores different challenges and obstacles women may encounter when it comes to politics, and how these obstacles can be overcome. In discussing these issues, the author describes a “cycle of political accountability”. This so called cycle is a process by which women’s engagement in politics results in a positive “feedback loop” whereby a more gender-balanced political system may arise. According to the report, there are five stages: mobilization, representation, legislation & policy, implementation, and transforming politics. Of course, the cycle can also go backwards leading to the loss of rights for women.
Deterrence theory of crime is a method in which punishment is used to dissuade people from committing crimes. There are two types of deterrence: general and specific. General deterrence is punishment to an individual to stop the society as a whole from committing crimes. In other word, it is using the punishment as an example to “scare” society from precipitating in criminal acts. Under general deterrence, publicity is a major part of deterrence. Crime and their punishments being showing in the media or being told person to person can be used to deter crime. Specific deterrence is punishment to the individual to stop that individual from committing other crimes in the future. This type of deterrence is used to teach the individual a lesson whatever action that participated in. Specific deterrence is founded on a principle called hedonistic calculus meaning, “an assumption that human nature leads people to pursue pleasure and avoid pain” (Brown, Esbensen, & Geis, 2010, p 155).
Gender equality means that both men and women should hold equal rights, responsibilities, and opportunities. No society is sustainable unless it attains gender equality. Although many people believe both the genders are equal in every aspect of life, nevertheless, many still believe the exact opposite.
The American prison system has long touted the principal of deterrence – meaning that crime can be controlled by giving very harsh sentences to those who are caught, hoping that future crimes will be avoided because a would be perpetrator sees and fears what the potential punishment of following through with such an act might be. The idea that a single person’s punishment is going to keep others from committing a crime a key argument for our system of crime and punishment. This paper is going to focus on this currently failing policy of deterrence, examining its true nature, and then discuss its place, if any, that it has in our law enforcement system.
and wages. It will also tackle what is being done to solve this problem and what
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
Do we truly understand how the meaning to equality among men and women affect society. Jobs, health, and education are affected by what transpires from the meaning to gender equality. Throughout history equality has been debated. Equality is defined as getting respect and giving respect regardless of gender or culture through fair treatment and maximized happiness. Balance and harmony are developed from the application of ethical theories to aid society in defining the meaning to gender equality rather than debating the issue. Therefore, defining gender equality should be the role of society by utilizing ethical theories. The theories can be consequentialist or nonconsequentialist acts that develop and maintain good morality and ethical
To me, equality of opportunity in public education is where every single person deserves and is entitled to an equal chance to obtain a good education, grow and make positive progress throughout their time in school, and be successful in reaching their full potential later in life. These people should be treated identically, not differently due to their gender, ethnicity, or socioeconomic status.