In What Ways Do Social Class, Gender and Ethnicity Intersect with Educational Attainment and Participation? Provide Some Examples to Illustrate.

As discussed in a recent essay by Saul Kaplan “The Plight of Young Males”, there is a serious academic gender achievement gap in the United States and as I will discuss, around the world. Young women are doing significantly better than young men, and the results are shocking. In the latest census, males make up 51 percent of the total U.S. population between the ages of 18-24. Yet only 40 percent of today’s college students are men. Since 1982, more American women than men have received bachelor’s degrees. In the last ten years, two million more women graduated from college than men. As Kaplan reveals, the average eleventh-grade boy writes at the level of the average eighth-grade girl. He also states that women dominate high school honor rolls and now make up more than 70 percent of class valedictorians. Kaplan says, “I am happy to see women succeeding. But can we really afford for our country’s young men to fall so far behind,” (733)?

There are many reasons for educational underachievement and it has been said that ethnicity is one of these key factors. It has been found that Indian and Asian pupils are of higher educational achievement than White, African-Caribbean, and Black, Pakistani and Bangladeshi pupils.

The authors of two articles aim to discuss about gender difference that exist between the boys and the girls in depth, of course, from their own perspectives. Similarly, Orenstein and Stabiner both explore the norms and beliefs that exist in classroom through subjects, like math. Stabiner indicated in her article, brain research has shown us that girls and boys develop and process information in different ways, and they do not even use the same region of the brain when they do their math homework (Stabiner 328). According to the observations of Orenstein, the performance in math class between Amy and other people is very distinct. Boys often lead and dominate classroom discussions. They raise their hands more often to answer questions than girls. However, though Amy is a bold and brassy when getting along with her peers, she performs quite nervous in the class. In

Directions: Based on your personal experiences and on the readings for this course, answer the questions in the green section of the matrix as they apply to each of the listed socioeconomic classes. Fill in your answers and post your final draft as an attachment to your Individual forum.

We all know the obvious difference in boys and girls. Typically, we associate boys with being rougher than girls and spending much of their time playing rambunctiously and getting dirty while most girls prefer to be subdued and tidy. But is that the only dissimilarity in gender? What about school work and academic performance along with academic success? Can gender be a predominating factor in determining a child’s IQ level? Is there a legitimate difference in boys and girls when determining academic ability? And, does gender help determine any level of academic success? Some might say that these are some pretty absurd questions but others who have taught both boys and girls in

Studies have shown that students from a lower socioeconomic household have a harder time developing their academic skills in school versus students from a higher socioeconomic household.This is due to the fact that students from a higher socioeconomic have better access to resources in terms of technology , education , better environment , individuals and overall better quality of life.

Moving on, to gender roles in education as Sadker once said “ sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations.”(1994). People who Identify as female have been treated differently sense day one, as state din the article; “Teachers socialize girls towards feminine ideal. Girls are praised for being neat, quite, and calm, whereas boys are encouraged to think independently,

‘Social class is key to understanding social stratification and inequality, but it is often talked about in indirect or coded ways’ (Welch, 2013). When individuals think about socioeconomic status (SES); the first though that comes to mind is income but it also encompasses factors like educational attainment, financial security, and subjective perceptions of social status and social class. Education is a significant institution that serves to perform many functions and provide various opportunities for individuals. The unfortunate reality is that, educational outcomes are one of the key areas influenced by family outcomes. This creates inequalities for children that affect them throughout their lives. This study of social class within education

The gap between women and men in receiving education in high school level isn’t very high in many countries. But the difference is created in the advanced level where a higher number of male receive college degrees than female. The situation becomes worse when men tend to concentrate on career oriented fields which lead to high

Student achievement is one of the most significant goals that every education policy is intended to make better. Recent developments in information and communication technology (ICTs) and pedagogical improvisations create better platforms for positive student achievement. However, many aspects are associated with the overall achievement including physical, biological, and psychological aspects. All the three parts are associated with the gender. Many studies have shown that gender affects the achievement of students in schools and in most of the cases boys perform poorly as compared to girl students. This paper is intended to establish a diagnostic framework of reasons behind the underachievement of boys by critically analysing Rickard Jonsson’s research ‘Boys’ Anti-School Culture? Narratives and School Practices’.

We learn gender behaviors from those around us. When we look back they were taught to believe that women were weak and that men are superior but we have achieve more success and responsibilities since then. So I believe that this book is a great way to teach all students, teachers, universities. From the girl perspective it can serve as a reality that they are strong and intelligent enough to work side by work with the men in the world. From the boy perspective it can teach them how to see the world from a girl perspective and learn the effect of the gender bias. And from the teachers point it could help them see and intervene the effects of gender inequity and harassment. Furthermore this book clear the information and insight us with the serious issues problem that girls and boys face every day in school and around the world in which the problem can be addresses and

One of the most talked about debates in education is the widening achievement difference between male and female students. It has been debated for more than a decade why male students are falling behind in the educational system. There is significant evidence to believe that this is a phenomenon. However, there is not a concrete answer as to why male students are lacking academically. This leads to two possible lines of thinking about gender gaps: Either they represent innate differences in boys’ and girls’ abilities because of genetic make up, or they represent the biases of how schools treat boys and girls and that is the reason in differences academically.

To me it seems that achievement level amongst boys and girls are bias and in favorable to girls. The book states the first grade of primary schools to the last grade of high school, girls tend to achieve higher grades than boys and have higher educational aspiration (Arnett, 20113). Girls tend to enjoy school environment more (Arnett, 20113). Boys typically do worse in school because expectation are generally lower than the expectation for girls. Stereotypes surround boy’s underachievement at school. Beliefs in their own academic inferiority could translate into lower school grades among boys. Stereotypes can impair boys test performance through stereotype threat and how to counteract them. There are several explanations of boy’s underachievement.

1. How may a student's social class origin and related factors impact on her/his learning outcomes and how can teachers intervene to effectively address any resulting disadvantages and injustices for students?

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