How Does The Agency And Alcohol Abuse Affect Children From A Middle Class?

Evidence suggests that girls are more likely to spend their leisure time in ways which compliment their education and contribute to educational achievements. Mitsos and Browne place considerable emphasis on reading. Women are more likely to read than men, and mothers are more likely than fathers to read to their children. Therefore girls are more likely to have same-sex role models to encourage them to read. Poor language and literacy skills are likely to affect boys' performance across a wide range of subjects.

Historically boys were top of the class. Today that is no longer the case. A recent article in The Economist discusses a 2009 study by the OECD (Organization for Economic Co-operation and Development) that examined how 15-year-old boys and girls performed in reading, mathematics and science. They found that girls are performing better than their male classmates. This gender gap is worldwide. Girls score higher than boys on tests measuring reading ability in every country in the world (Loveless).

Society’s understanding of gender roles debate about gender equity and have always been connected to the social roles that men and women we assigned to shape Americans views of education for girls and boys. What has also been affected is race and social class between females and males who attend schools. Ideas of what women and men are suppose to be and do have cut across different classifications. Ending unfairness in schools has rested on change to gender roles mainly women.

In the past females have achieved less well than boys at higher levels in the education system, then during the 1990', the girls over took boys at all levels in the education system. The percentage of females in the UK achieving two or more A-levels or equivalent has increased from 20% in 1990 to 42% in 2006. Over the same time period, the percentage of males achieving the same level increased from 18% to 33%. On the other hand, there still continues to be a large difference in the choice of subjects by males and females. Even with the national curriculum being restrictive in the lower levels, meaning both male and females do the same subjects, when they get to a-levels and degree level, both male and females still tend to choose different

Gender differences in achievement can be explained best by changes that have occurred in factors outside of school, known as external factors. A DfES (2007) bar chart showed that throughout the years (1985 – 2007), there has been a higher percentage of females that achieved five or more A*-C grades at GCSE. The percentage has been constantly increasing at a faster rate than the male percentage. This proves that changes in wider society have affected both genders differently, but girl’s achievement has benefited from this more.

An ever changing, yet common issue, in today's generation revolves around how society views gender. The general consensus dictates that gender, as a whole, is a spectrum, rather than a standard set for each individual male and female to follow throughout everyday life. However, there are those individuals who wish to remain reluctant in changing their view of society. Some believe it is better to allow the education system to be segregated by gender, in order to provide more resources to both girls and boys. One person in favor of this public education reform is David Brooks, a neuroscientist who published the article titled “The Gender Gap at School.” A thorough analysis of the effects of literature on men and women, biological factors

Schlosser. She carried out the study while on a post-doctoral fellowship at Princeton University, and will study the effects of gender in higher education lecture halls next. This is one of few studies of its kind to use scientific data to address the question of gender effects in school. Boys with more female peers in their classes show higher enrollment rates in both advanced math and science classes, but overall benefits were found in all grades for both sexes. Prof. Schlosser found that primary-school classrooms with a female majority showed increased academic success for both boys and girls, along with a notable improvement in subjects like science and math. In the middle schools, girls were found to have better academic achievement in English, languages and math. And in high school, the classrooms which had the best academic achievements overall were consistently those that had a higher proportion of girls enrolled. A higher percentage of girls lowers the amount of classroom disruption and fosters a better relationship between pupils and their teacher, a study of the data suggests. Teachers are less tired in classrooms with more girls, and pupils overall seem to be more satisfied when a high female-to-male ratio persists. Prof. Schlosser was inspired to the study by a “renewed interest on the effects of classroom gender composition on students’ learning, since a new amendment to America’s Title IX

There is a lot of compelling evidence to support the view that changes in the education system has resulted in differences in educational achievement between males and females. There is no denying that the statistics show girls are outperforming boys at every level in education, but the question is whether this is largely related to changes in the assessment process and the way each of the genders is educated or whether there are other factors causing the differences.

She mostly had students in her class right before they hit puberty, which eliminated many potential issues. Still, she noticed “girls tended to be better behaved. Boys [were] more of the troubled, really difficult one” (Huffman). Of course, studies have shown that, for most boys, “testosterone isn’t causing aggression, it’s exaggerating the aggression that’s already there” (Testosterone Rules). Carolyn also observed that “girls tended to be more studious; but a lot of the time really brilliant ones were boys. Girls tended to work harder, so more of them would have been better” (Huffman). This observation aligns with current interest in why girls perform better academically. The “last decade has seen a growing popular and academic obsession with boys’ underachievement” (Reay). Carolyn made specific efforts in her classroom to treat students fairly and equally, regardless of their gender or academic success. She also intentionally taught units on famous women and famous African Americans, hoping to ignite the same desire for equality in her students that she herself

There is change concerning perspective on gender inequalities in schools. I In and article written by Diane Reay, called “Nice Girls” “Girlies,” and “Tomboys”: Gender Discourses, Girls’ Cultures and Femininities in the Primary Classroom, explains that contemporary gender power relations within an elementary classroom, is more complicated than “girls versus boys”. Reay found that girls were split into identifiable groups, each group defining how feminine they were or weren’t. She concluded that gender either operates as oppositions or hierarchy or most commonly both at the same time. These studies can lead us into why later on in life, during the time we are looking for jobs and professional work, men and women are seen on different playing fields. When you think of a CEO of a company or of world political leaders, does a male or female come to mind? Many, if not most of us, see these positions as being held by men. Even though we are approaching the twenty-first century, women in our society are still not equal to men when it comes down to the professional world. This discrimination in the workplace results in women not receiving the same benefits that men do. In certain cases women do the same job, for the same amount of hours, and still do not receive the same pay for their work. The average women’s paycheck is usually less than the average man, consistent with any field of work. Is there a

The programs that seperate the sexses in schools are usually based on very questionable science about the differences of girls’ and boys’ brains during development and learning, along with gender stereotypes. The American Civil Liberties Union’s article, ‘Sex-Segregated schools; Separate and Unequal’ says,” Advocates tell teachers that: Boys need a competitive and confrontational learning environment,

Another idea I gathered from this article was we shouldn’t be so concerned that boys aren’t doing as well as boys because who are we to judge yes their test scores aren’t as good but that’s no reason to judge. Especially when some males are very intelligent and make more money than women do. I think we are all equal and everyone has the potential to be just as smart as the next one. I don’t think it’s right to say that boys aren’t where they should be I think people just want to have something to make people worry about. The authors conclusions are clearly presented because she tells was we can fix school boys being in a crisis. So that clearly shows that she believes they are in fact in a

Gender differences occur in many aspects of a person’s life whether it is culture, politics, occupation, family and relationships, or the economy (just to name a few). One major difference in gender occurs in learning and education in the elementary and secondary levels. Research has found that males and females learn differently in many aspects of education. First of all, female and male brains are constructed differently affecting the way they learn; this leads to basic differences in learning and also gives an introduction into why the way one learns differs according to gender and how males and females learn subjects and tasks differently. Second, males and females are treated differently, sometimes unconsciously, in educational

Parents also have a vital role in influencing the career path their children choose. Children look to their parents as role models and for approval, and parents attitudes and actions will influence their children. They also take into account what job their mother has as compared to their father. In many cases, children start to associate gender with particular jobs when they are very young due to their family life(Stitt, 1988). Stereotypes, like those, are brought forth to girls everyday, ranging from the traditional female jobs to males being more intelligent than females. One example is the fact that there aren’t as many women as men in jobs such as scientists and doctors. Girls often don’t question this idea because it is reinforced by so many people. These stereotypes sometimes get adopted by girls because of this constant reinforcement. Parents have the opportunity either to invalidate these stereotypes or confirm them by their actions and words. They must reassure their children that girls can participate in anything they want, including math and science activities or courses.

Gender equity in terms of education is about the socialization of men and women and the results of this process on the life outcomes of the two genders (Husen & Postlethwaite, 1994). In the United States, the education system is required to treat males and females equally. There has been much research done to compare the genders in all areas. In the past, research has found that women fall far behind men in many areas such as math, and science, but men lag behind women in certain areas as well. Over the years, many provisions have been made with the goal of equalizing the treatment of girls and boys in public education. These improvements are proven successful as women, as well as men, are advancing in areas where they tend to lag