Socio – Economic Factors in Educational Achievement. Education provides an individual with the necessary skills to progress in life. But socioeconomic factors such as race, gender and ethnicity can influence the quality and the availability of education as well as the ability of education to improve life. Therefore it is important to have a clear understanding of what affects one’s educational attainment. With the introduction of the 1988 national curriculum by the Education Reform Act, the gap between gender and educational attainment at GCSEs level shows a gender gap in favour of girls. Powney (1996) cites a number of studies showing that the mode of assessment is a factor explaining the differential performance of boys and girls. They show that boys tend to be favoured by multiple choice questions and girls by essay and course work. This arises mainly because of the differences between boys and girls in language and literacy skills, which reflects upon English and other subjects which are literacy based. In reference to the statistics of the Department of Education (DFE), the gap between the percentage of girls and boys achieving 5 or more GCSEs grades A* to C or equivalent including English and Mathematics GCSEs is 9.5 percentage points with 63.6 % of girls achieving this indicator compared to 54.2% of boys. In 2007-2008 the gender gap widened by 1.4 percentage point with girls outperforming boys by 14% in English, 16% in Design and Technology, 9% in Modern Foreign Languages, 17% in Art and Design and 12 % in English Literature but by only 1% in Mathematics, 2% in Core Sciences, 1% in Chemistry and 2% in Classical Studies. However, when looking in more detail at the year on year trends, the gap initi... ... middle of paper ... ...ng. Beachside Comprehensive Cassen, C. and Kingdon, G. (2007) Tackling Low Educational Achievement. York: Joseph Rowntree Foundation Powney, J. (1996) Gender and Attainment: a review, Edinburgh: Scottish Council for Research in Education. Warrington, M., Younger M. and Williams, J. 2000 Students Attitudes, Images and the Gender Gap, British Educational Research Journal. Bibliography: Browne Ken (1998) An introduction to sociology. Second edition. Polity Press, Cambridge. https://www.gov.uk/government/organisations/department-for-education (accessed 12th February 2014 at 4:45pm). https://www.gov.uk/government/publications/gcse-and-equivalent-attainment-by-pupil-characteristics-in-england (accessed 12th February at 1:30pm). http://www.theguardian.com/education/2010/oct/10/britains-divided-school-system-report (accessed 21st February 20014 at 6:31pm). .
Education is the most important in the critical rank for reducing gender inequalities. Women’s status socioeconomically has increased with the time change, but only because they have more means of entry to improved circumstances. Forms of gender inequality still exist in our society, even in the highly developed world. Sex-segregation
Rather, there are different characteristics of gender inequality. The World Bank claims that an estimated “130 million girls globally” are not in school, and that developing countries show less percentages of gender parity being achieved at primary and secondary level education than developed countries however, developed countries still haven’t achieved gender parity because there is still gender bias in secondary and higher level education, (2017). Access to education and the development of girls and women’s potential, can be the difference between life and death. Ensuring the right of quality education, for all, is number four on the ‘Sustainable Development Goals’ set up by the United Nations (2016). And so, without ensuring gender equity in education, the world’s health and development goals cannot be reached. Educating girls and ensuring that that they receive education not only empowers them, but makes them more productive and thus wind up making a huge contribution to
From the beginning of time women have been told they need to do their job, which was bearing children, taking care of the house as well as tending to their husband. That became an education base for teachers. Except this all changed when women took the place of their husband at work while they went off to war in World War I. A movement started to take place. Soon you started to slowly see women working. Mothers, caregivers, and educators began to make girls see that the opportunities for growth was great, and all they had to do was grab it. With each achievement a woman made, others praised them. The drive for women to succeed only became so great that more emphasis has been put on females, which leave the male gender lacking. It is shown there are 133 girls getting their BAS for every 100 boys, a number that is expected to grow to 142 women 100 men by the year 2010. While girls have better grades, are more thorough in th...
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.
Education is a major factor for the development of an individual and can have a large impact on a person’s health. Education and health are closely linked and can either change a person’s life for the better or worse due to the lack of education or having a sufficient education.
Ireland. Department of Education and Science. (2007). Sé Sí: Gender in Irish Education. Dublin: Government Publications.
Whitmore, R., & Bailey, S. M. (2010). Gender Gap : Are Boys Being Shortchanged in K - 12 Schooling? Education Next, 53-61.
Gender stereotypes and gender norms are the culturally ingrained ideas about what is appropriate or acceptable behaviour for females and males. We learn these gender norms through television, internet, and media and from adults in the community (The Line, n.d.) Teachers need to be aware that how they reward or discipline students can affect notions of gender. There is a need to consider things such as, are we awarding boys prizes for being sporty and girls prizes for being quiet? Are the boys receiving blue stickers and the girl’s vivid pink? Is the culture at the school perpetuating these gender stereotypes? (The Line, n.d.) Today’s schooling is a result of historical changes in the way society was organised. Dependant on differing forms of government, deployed at separate historical moments for different administrative and educational reasons
Socioeconomic status can be defined in terms of family wealth and assets as well as educational background. For this reason, many comparisons can be made between socioeconomic status and education. Furthermore, academic achievement and the level of education reached by an individual, is determined by socioeconomic status. Research has shown that environmental circumstances and family issues greatly influence a child's future because the impact of the socioeconomic status depends on the level to which an individual becomes successful in life. Research also shows that family conditions can impact a child’s education and their quality of life. For example, being raised in a high-economic culture increases the chances that a child will attend
According to the Times of India, a study examined students ' performance and attitudes in math and science; verbal skills; and attitudes about school, gender stereotyping, aggression, victimisation and body image. The total sample included 1,663,662 participants in 21 different countries. They did not find sufficient evidence to show any difference in these attitudes between boys and girls in single-sex classrooms. The research, which analyzed 55 years worth of data, refutes theories that girls thrive when separated from boys, and that boys perform better when they have a curriculum specifically tailored to them. Although single-sex schools achieve exceptional exam results, there is no solid evidence that this is the result of keeping boys and girls apart. Because many single-sex schools are selective, their strong exam results could be down to having academically advanced pupils and more demanding teaching programmes. Single gender classrooms face failure due to lack of proper training and infrastructure. A global research done by the University of Nebraska showed that 71% of the teachers felt they weren’t adequately trained for the change to single-gender classes. According to a report published in the Science journal, researchers wrote: “Sex-segregated education is deeply misguided and often justified by weak, cherry-picked or misconstrued
Woman and girls are in disadvantage when comparative education comes in place such as how:
Since the beginning of education there have been many forms, which have been passed on from one generation to the next. Over the years education has evolved and is now seen as the education system all over the world. Today the education system is seen to be much more complex, but it still involves notions that have been around since the beginning of success, achievement and participation. Not only do these three aspects continue to contribute to the success of educating young people who are involved in the ever changing society that we live in. Intelligence and ability does have an impact on the success of individual students and there are also other impacts that can affect the outcome on individual schools and the education system. This essay will provide a brief overview of cultural capital, hidden curriculum, class and socio economic status and discuss the affect the success, achievement and participation has on a student’s education.
...s in the classroom for 1) the pupils to get used to me and 2)
Gamoran, A. (1996) “Curriculum Standardization and Equality of Opportunity in Scottish Secondary Education: 1984-90”, Sociology of Education, 69: 1-21
The reality that boys are failing, especially through elementary, middle, and high school, strikes many as news. Richard Whitmire, author of Why Boys Fail, cites teachers’ experience that have noticed distinct differences between boys and girls. He presents multiple witnesses of boys’ and girls’ education, one of which is Kenneth Dragseth, the superintendent of schools in Edina, MN. In 2001, He noticed the disparity between the participation of girls and boys in education. He first noted the recipients of almost all academic achievements and scholarship awards were girls. Dragseth initiated specific research into the disparity between boys and girls, and discovered even more details. In a study, he further discovered that girls earned honors awards far more than men, while boys earned suspensions far more than ...