Gender Equity in Education (original) (raw)

Education from a Gender Equality Perspective

Over the years, education has focused on access and parity—that is, closing the enrollment gap between girls and boys—while insufficient attention has been paid to retention and achievement or the quality and relevance of education. Providing a quality, relevant education leads to improved enrollment and retention, but also helps to ensure that boys and girls are able to fully realize the benefits of education. The primary focus on girls’ access to education may overlook boys’ educational needs. This approach also fails to confront the norms and behaviors that perpetuate inequality.

The Difficulties and The Solutions of Gender-Equal Education in School

This paper will examine the link between education and gender equality, focusing on three main areas. Firstly, it will examine the problems with current gender education in schools. Secondly, it will address the biased representation of men and women in professional roles, often due to a lack of gender education. Finally, the article will discuss the importance of proper gender education in schools, specifically in promoting gender equality within the classroom, from the perspective of functionalism. The study gathered data on gender-related ideas and perceptions in both educational and professional settings. The results revealed that textbooks still perpetuate gender stereotypes regarding masculinity and femininity. Additionally, women in the STEM field often receive lower salaries than their male counterparts, which can be attributed to a lack of education on gender equality. A number of statistical sources indicate that there is still a difference in pay between men and women. To promote gender equality, schools must prioritize genderneutral education to instill positive gender attitudes in children. School education plays a significant role in shaping gender stereotypes, reinforcing gender roles, and promoting gender equity.

Exploring Gender Equality in Education " Good quality education can be life-changing for girls "

This article has explored Gender inequality issues in school education. As we all know that Gender equality is unavoidable basis for development. The traditional discriminatory attitude remains a major barrier towards girl's education. Specifically working girls are facing worried situation due to discriminatory attitude and heavy workload in one hand and poverty on the other. Qualitatively, their everyday life is very sorrowful and painful however they think that education is means of enhancing their capabilities and freedom of choice. However, upon their so called working class speculation teacher motivation towards them needs to change. From this prospective School Sector Development Plan (SSDP, 2016) inculcate this and to address develop program for intervention. We have known from the small study that more educated girls, for example, marry later, have healthier children, earn more money that they invest back into their families and communities, and play more active roles in leading their communities and countries (Elizabeth King 2016). However, Gender inequality as a very prominent phenomenon exists in cultural, economic, social and political structures of Nepal. As we know that Nepal is one of the poorest and least utilized educated people in the world with large gender and geographical disparities in relation to access to education. Lack of an education severely restricts a woman's access to information and opportunities. Conversely, increasing women's and girls' educational attainment benefits both individuals and future generations. Why is it that the move towards the stated aims for gender equality seems an almost impossible mission (Lahelma 2011). Equality means different things depending on context and purpose (Everline and Bacchi, 2005; Verloo and Lombardo, 2007). So that Sleeter (1996) explains about structural and historical bases of various forms of oppression. In the Nepalese context due to gender discrimination women and girls especially in the poverty porn areas, they are suffering from various forms of oppression such as early marriage, domestic violence and so forth. So in this areas and context education and awareness program contribute for social transformation and give different visions and possibilities for change and educated girls and women themselves start involvement through argumentation, bargaining and compromise (Habermas 1996) that gradually deconstruct social historical realities and offer possibilities to reconstruct it .

Gender Equal Education in 21st Century

The work analyzes place and role of education of the girls and women in the late twentieth century as well as and the trends that are reportedly showing up in the improvement of this field in the 21st century, and respectively, the results achieved in its first decade. I approached to this topic on a global level, using the comparative method of research and the technique of content analysis, or analyzing the existing scientific works, publications and statistical data of the relevant international organizations such are UNESCO, UNICEF, the World Bank, UNDP, or available national data. A special part of the work is dedicated to education of girls and women in post-conflict zones and to the results that has to be achieved improving this area.

Gender Equity: Educational Problems and Possibilities for Female Students

1991

Although most women are now working outside the home, gender equity in the labor force has not been achieved. Women are still concentrated in low-paying, traditionally female-dominated occupations (such as clerical and retail sales), while most jobs in the higher paying, more prestigious professions are held by men. Despite attempts to reduce discrimination in the workforce, the occupational structure seems unlikely to undergo any substantial change. The continued segregation and underutilization of women in the workforce can have serious consequences in terms of women's psychological and physical well-being; it also has direct economic and income-related implications for women. A large wage gap between men and women still exists, and female-headed households are among the poorest in the country. Cultural expectaticns and gender-role stereotypes, self-esteem and self-confidence, family and life planning, parental influence and fear of success, and problems and solutions are considered. It is the responsibility of teachers, parents, counselors, and school administrators to address gender stereotypes and occupational inequities that negatively influence female students. The following are possible strategies for providing an equitable, gender-fair education to all females: (1) mentor programs; (2) non-traditional role models; (3) curriculum revision; (4) curriculum innovation; (5) teacher/counselor training; (6) parental-male peer awareness; and (7) mathematics and science emphasis. (RLC)

GENDER EQUALITY IN SCHOOLS: IMPLICATIONS FOR THE CURRICULUM, TEACHING AND CLASSROOM INTERACTION

This paper discusses the content and delivery of education and how it can reflect and reproduce gender inequalities. Girls’ and boys’ learning and interaction with each other, and the teacher, are influenced by ways of teaching, the content of the curriculum, and relations within the classroom. The paper highlights these aspects of educational provision-curriculum, teaching and learning, and the dynamics of the classroom and school. It further discusses a gender-equitable approach to schooling, making teaching and the curriculum gender equitable in schools and ways of educating teachers to promote gender equality in schools. The paper recommends changes needed to ensure that educational provision will promote gender equality in schools in the new millennium.

Editorial: Gender Equality and Women’s Empowerment in Education

Frontiers in Education, 2022

Editorial on the Research Topic Gender Equality and Women's Empowerment in Education Current scholarly literature shows that gender inequalities are still present in the process of curricular decision making and teacher practices. These inequalities are expressed through the selection of educational content, the application of methodological strategies, the selection of teaching resources, interpersonal relationships, specific task assignments, or even seating choices within the classroom. These ongoing gender-related issues drive the need for teachers to receive specific and transversal training in this area. Such trainings should be aimed at revealing gender relations as a type of power relationship for the promotion of social change. The literature in the field of teacher training indicates that the maintenance of gender stereotypes and biases in teacher discourses and practices reinforces the sex-gender system and, consequently, inequalities. Further research is therefore still needed to study the discourses that emerged from the teaching practices around gender. Moreover, research in this field should encourage critical reflection on teacher training plans and the teaching curriculum itself. The adoption of coeducational approaches and the promotion of education in and for gender equality entails transforming the traditional teaching curriculum to overcome the androcentric constructive bases of historical, social, and literary knowledge. Such transformation would also motivate the incorporation of "polysemic views" in the understanding and interpretation of social reality. Even today, it is common to recognize in mainstream social communication discourses, such as advertising or audiovisual artistic expressions, clear imagery of unquestionable, allegedly identarian gender cultural patterns. The overcoming or relativization of these patterns should necessarily go through the reexamination of curricular content. The eradication of gender inequalities requires not only the integration of all the voices that have built social knowledge but also the overcoming of gender stereotypes within the education system. It is thus essential to identify the shortcomings of teachers' training and encourage gender studies as a requisite for their curricula in order to achieve inclusive, plural, and diverse models for teaching practices. This Research Topic includes 15 manuscripts, from nine prestigious international academic institutions

Girls' education and gender equality

2014

This review reveals a number of challenges in interventions to improve girls’ education and gender equality. For example targeted cash transfers may improve the chances of getting more girls into school and promote keeping them in school but increases in enrolment may have an adverse effect on learning achievement. Similarly girls’ only targeted scholarships to attend school may have adverse effects in terms of isolating the selected girls from their friends and raising feelings of the lack of fairness to disadvantaged boys. There is also insufficient evidence that the provision of toilets although beneficial on their own can improves enrolment progression or achievement. Employment of female teachers per se although essential is not enough but teacher training for higher levels of subject knowledge and gender sensitivity is vitally important for girls’ learning improvement. And extra-curricular clubs which focus on gender equality issues are an important space where girls and boys ...