Gendered Education In The United States

Gendered Education in the United States

[Name of the Writer]

[Name of the Institution]

Gendered Education in the United States

Introduction

Education is a fundamental human right to promote personal freedoms. It has the ability to promote personal well-being and social changes in order to establish a democratic society. It is noteworthy to mention that inequality in education is linked to major problems in society. Gender inequality in education is biased and unequal treatment between the two sexes. According to the Pew Research Center, the number of young women graduating in the United States is 36%, in comparison with 28% for men. However, in higher education, gender inequality still exists when witnessing the lack of women and the majority of men in roles of academic leadership (Chisamya et al., 2012). According to materialist theories, the economic structure of society ties gender inequality in education. Materialists believe that the role of women as wife and mother refute their admittance to decidedly valued public opportunities. Different social forces have created gender inequality in educational institutes.

Discussion

The current statistics of the United States show that there are some major inequalities in education. Prejudice is a major factor, which promotes inequality in society. Prejudice breeds hatred in society, resulting in major issues. Both males and females encounter gendered expectations in society. It is obvious that gender inequality may weaken development goals. According to an article The War Against Boys, it is demonstrated that boys have more learning disabilities, disciplinary problems, and class failures as compared to girls. However, still, our education system is undermining the achievement of girls by allocating them with fewer opportunities for academic leadership in comparison to boys (Corrice, 2009). This form of inequality is crucial for wellbeing and economy.

Education about gender is another significant topic that needs the support of the government. In the United States, a handful number of schools are making efforts to educate their children about LGBT and their rights. It is a prominent aspect to consider that a populous amount of students in the United States belong to the LGBT group. Fair Education Law in the US states that there must be an equal distribution of educational facilities among students, regardless of their race, sex, and religion (Legewie & DiPrete, 2012). However, women and LGBT group are discriminated and oppressed in our school systems, as we are unable to provide effective education regarding gender in schools. Instructional time is reduced when students face suspensions.

Gender inequality in education affects the economic growth of a country as well. Society will have a better economy if it possesses more people that are educated. Gender inequality in education has a negative impact on the outcome of education as well as on economic growth. For instance, girls who are discriminated in education might end up believing that there will be inequality in society as well. Such perspectives hinder the progress of women in achieving success in life (Corrice, 2009). It is notable to mention that discrimination and unequal treatment regarding education can decrease the overall performance of women in school.

In the modern world, students praise male professors more as compared to females. In the past, women were believed to stay at home and look up their family, while men went out to earn stuff in order to stabilize their family and house. In contemporary society, people still value men more as compared to women. Therefore, college students evaluate the teaching ability of their instructors based on their gender. Students are influenced on evaluations by stereotypical authoritative gender roles (Cole, 2017). According to a study by Arubayi, college students evaluate their teacher based on their personality as well. As, men have better and attractive personality than women, so their evaluation rate is higher as compared to female instructors. Researchers have also found that female college students are more likely to think that female instructor is better than the male instructor. Whereas, male college students praise male professors than female professors.

It is obvious that there is significant gender inequality in the American educational system. Achieving quality and equitable education for all students regardless of their gender is considered as social justice in education. The government needs to promote the equitable distribution of resources for both males and females in order to combat discrimination in education. The theories of social justice education demonstrate school as sites of democracy for all individuals regardless of their religion, social diversity, and gender. Despite the national and international policies on inclusive education, schools are incapable of providing fairness in education. It is the core responsibility of school management to treat girls the same way as they treat boys. Racial disparities along with gender discrimination must be stopped in order to provide motivation for the students to engage in classroom activities.

Conclusion

In a nutshell, school management needs to establish policies in order to promote inclusive education due to its better social and academic outcomes. Social discrimination based on gender makes it hard for students to make significant achievement in life. An equal number of seats must be allocated for both males and females in colleges to avoid negative consequences in society. Teachers must use pedagogical strategies to enhance social justice in education regarding gender. Policymakers and educational institutes should provide equal support to all students regardless of gender. Promoting social justice in education enhances an interactive and motivating environment that helps in augmenting their academic performance.

References

Chisamya, G., DeJaeghere, J., Kendall, N., & Khan, M. A. (2012). Gender and Education for All: Progress and problems in achieving gender equity. International journal of educational development, 32(6), 743-755.

Cole, M. (2017). Education, equality and human rights: issues of gender,'race,' sexuality, disability and social class. Routledge.

Corrice, A. (2009). Unconscious bias in faculty and leadership recruitment: A literature review. AAMC Analysis in Brief, 9(2), 1-2.

Legewie, J., & DiPrete, T. A. (2012). School context and the gender gap in educational achievement. American Sociological Review, 77(3), 463-485.