Gendered Education in United States

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The following paper discusses the trouble of gendered education in the United States of America based on factors below review such as gender education in public schools and equality in teaching. In the USA training has been more evolutionary in the adoption of women or females in the curriculum. However, the vogue in education about gender has not been equivocal in any education gadget most especially the public-school system. The reason is that, according to research, way of life has always been oriented as a male-dominant curricular material prevalent in severa schools. As such, there has been no pervasiveness in the adoption of gender education in the public-school system. The reason probably is because the equality of women and men in school is unbalanced. Most of the textbooks or curriculum references used are written by men and not women. The derivation from this is that the need to conjure an education unit on gender (Maher & Ward, 2002). Therefore, the generation of gender education may not have prevalence in the public-school system as it does in the private-school system. But, the phenomenon is only occurring in the elementary and high school grades where women or girls are rendered obsolete in their participation in schools.

Female and Male Equality in Colleges

Consequentially, female and male college students are not necessarily given equal support in school. The ability to accommodate girls and women in the education system has led to factorial issues of increasing gaps in gender representation in schools. The factor is worse in high school than it is in college. In the 1960s and 1980s, the gender gap in women to men was evident to the point that education was favored for the men than it was for the women. The trend has altered, and in college, women are given more precedence than men. The reason probably is because the number of women to men (the ratio of men to women) has increased over the years. The rate of women graduating from college has tripled over the years compared to men’s graduating rate over the years (Jadva, Hines, & Golombok, 2010).

Nonetheless, the thirst for women to gain more education in college has catapulted them into pursuing higher degrees such as masters and postgraduate degrees. Conclusively, it is predicted that women and men are not given equality when it comes to education. Probably because, the attitude and rates of graduation among men, based on studies, has dwindled over the years compared to an alternative rise in women graduating numbers. But, the statistics in college grade numbers among women are rendered to be less compared to that of men. With the increasing number of women, there is evidence that suggests that more women are given chances in school compared to men, but this is a hypothetical assumption. The reason to counter the hypothesis is that men are still offered similar positions in college, and probably the reason the number for men is dwindling compared to women is due to other factors unaccounted for in studies. Therefore, to some extent, it can be concluded that women and men are not given equality when it comes to education in colleges (Diva, 2016).

More so, there are issues that are not regarded when it comes to supporting gender issues in campus. There is a significant difference in how women instructors are evaluated compared to men instructors. Biasness is a substantial factor to women according to a study done on how college students value women. Sexism is a factor when it comes to evaluation where research suggests that showing up male is more acceptable than it showing up female. Inherently, the difference in rating or evaluating men or women instructors is based on the perception of the course taught to the gender of the instructor. For instance, it is more acceptable for a man to show engineering compared to a woman, who in cases of the study, determine that women are better at teaching less stereotypical courses such as anthropology. Therefore, it is in the perception of being male and being female that college students evaluate their instructors. Additionally, there is a difference in the evaluation of female instructors compared to male instructors because the perception on naturally biasness to women compared to men. Consequently, the events that lead to a differentiated understanding about women to men is stemmed in a natural selection of who is more acceptable and who is not (Steensma et al., 2013).

Concurrently, there is need to reduce gender parity and biasness in classrooms. Gender biasness and equality cannot be eliminated in a generation but can be reduced. One of the ways through which gender parity can be reduced is through the introduction of gender education from an early age. By such an introduction the male gender may grow up knowing that women are equal and can be successful partners in how they can build a society through whatever means. One of the methods that the k-12 education system can enforce on gender parity is through an integrative rule that there has to be equality in enrollment of girls and boys in school. The process can begin in kindergarten up to high school.

References

Diva, D. (2016). Seneste indla eg.

Jadva, V., Hines, M., & Golombok, S. (2010). Infants’ preferences for toys, colors, and shapes: Sex differences and similarities. Archives of Sexual Behavior, 39(6), 1261–1273.

Maher, F. A., & Ward, J. V. (2002). Gender and teaching. Mahwah, JJ. Lawrence Erlbaum Associates, Inc.

Steensma, T. D., Baudewijntje, P. C. K., de Vries, A. L. C., & Cohen-Kettenis, P. T. (2013). Gender identity development in adolescence. Hormones and Behavior, 64(2), 288–297.

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