The Importance Of Education In Education

The author cites many studies, including a 2006 survey of more than 2,000 school-aged children that observed young girls feeling an increasing need to be “perfect” -- not only to excel academically, but also in extracurricular activities, sports, and friendships. She also reports that the number of young girls worrying about their weight increased between 2000 and 2006 as well, along with rates of stress, suicide, and depression. Orenstein quotes Susan J. Douglas from her book Enlightened Sexism to reconcile these studies: “We can excel in school, play

S. Bruck Comp110 October 5, 2017 Gender in Education The laws of the United States of America require that children attend school regardless of their sex, race, or religious background. This can be achieved by attending public schools, private schools, or by doing homeschooling. The most popular school system is the public system where children from both genders attend. According to Christina Hoff Sommers in her article, “The Boys at the Back”, published on the internet February 2, 2013, we are seeing girls in these institutions outperforming boys at an increasing rate.

It is a bad time to be a boy in America. As the new millennium began, the defining event for American girls was the triumph of the U.S. women’s soccer team. For boys, the major event was the mass killing at Columbine High School. It would seem that boys in our society face great difficulties and risks as they grow up. Yet the best-known studies and the academic experts are telling us that it is girls who are suffering from a decline in self-esteem. The experts say that it is girls who need extra help with academics and elsewhere in a society that favors boys.

Beginning with Just Girls, Finders first explores sociocultural perspectives, more specifically gender roles and the hierarchy found in schools. Finders cites that there is a shift and change occurring when one enters junior high, “[…] a critical juncture of necessary unlearning and relearning. Adults and adolescents must all renegotiate their roles and relationships- roles and relationships informed not simply by entry into adolescence, but also by how adolescence is situated within multiple cultural, historical, and institutional settings” (13). In support of a shift in

Many students of color often fall victim to learning in under budgeted schools, or when they do seek to receive a great education, they are put in places where they feel like they do not belong. In the TED talk titled “How students of color confront imposter syndrome,” speaker Dena Simmons presents the issue of the “price” that many students pay for learning while not white. Simmons successfully presents her argument by using powerful, emotionally-engaging personal stories, adding subtle statistics to back up her claims, and brings it home by showcasing how her experiences lead to a career in teaching, which aids in establishes her credentials.

When it comes to identifying educational inequality among boys versus girls, the matter of contention seems to remain conclusive among this type of academic research however, there is an opposing side altogether. In Bartlett’s article, he draws attention to a rather opposing view conducted by the American Association of University Women. In 2008, the AAUW released a report, “Where the Girls Are: the Facts About Gender Equity in Education,” contending that academic disproportion between boys and girls has been exaggerated and closely defines much of this same research mythical. Furthermore, the report insist that, “The past few decades have seen remarkable gains for girls and boys in education, and no evidence indicates a crisis for boys in particular.” (American Association of University Women, 2008) The report continues on, declaring that the overall educational achievement rate has been on the rise; improving since the 1970’s. And, although this report does takes a stern approach in disproving many articles and research suggesting that the academic success of girls

On September 22, 2015 an article was published on Global News, which was entitled “‘Girl talk’ or ‘career exploration’? Texas school’s gender segregation peeves parents.” In this article, Patricia Kozicka discusses the controversial issue regarding Borchardt Elementary School in Texas, in which students in grade four and five were divided into separate classes based on their gender (Kozicka, 2015). According to the article, it is reported that, at the beginning of this school year, females and males would be placed in separate classes in which they would focus on different curriculums (Kozicka, 2015). Specifically, that females would focus on confidence and relationship building skills, whereas, males would focus on career and future aspirations (Kozicka, 2015). The principle cleared up the issue with an email stating that the class would be split based on gender, however, both would still receive the same curriculum only with different schedules of the lessons and more emphasis on particular topics (Kozicka, 2015).

In the article Fight Proposed Ban on Single-sex Schools by Christina Hoff Sommers, the Irma Rangel Young Women’s Leadership School in Dallas, has garnered success as an all-girls school. The school has exceeded expectations by having students in grade 6-12, score exceptionally well compared to a majority of other public schools. Supporters of single sex schools feel that to enroll students into single sex education it’s by choice, not by force. They also feel that in a co-ed school setting gender stereotypes are intensified compare to same sex schools.

Middle school years have a profound impact on a young teen’s cognitive development. Teens need motivation, confidence, and recognition during the developmental period. However, it is a common phenomenon that girls receive less attention from teachers. It is more likely that when sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations. Since the Bush administration has approved the public schools to be free to establish single-sex schools, many socialists and educators believe that single-gender classrooms would a better option to employ instruction for specific genders (Stabiner 325). As a writer for the New York Times Magazine, Peggy Orenstein, in her observation paper “The Daily Grind: Lessons in the Hidden Curriculum” illustrates how gender bias occurs within the

Did you know that single-sex classrooms are the worst classes ever? Over the past decade, single-gender classrooms have been opened in at least 230 schools in the rural, suburban, and the urban areas. Single-gender classrooms are classrooms where either young girls’ are in one class together, or young boys are in another class together. Single-sex classrooms were created because studies showed that boys and girls learn differently and they could benefit from being in a classroom with peers to whom they can relate. Since 2008, single-gender education has been the key to improved educational performance among boys and girls throughout the years. Today, gender differences among girls and boys are steadily rising in the classrooms they are in,

Thus, I fell that in a society where girls and women are viewed as unequal to boys and men, there is little possibility for schools to compensate and so equalise girls’ life chances. However, open competition for scarce opportunities may privilege those who start out with benefits (e.g. high family income, cultural affinity with the school). Being a girl might be seen as one of these benefits, since girls do better in many aspects of

As a result, many parents chose to place their daughters in less-demanding education. In these times women who were well educated were often perceived as less attractive and education was not of importance because their “purpose” was to bear children and be homemakers. According to the textbook, the Title IX of the Education Amendments of 1972 was a law that came into place when the women’s movement gained momentum which prohibited discrimination in schools, employment, and much more (Banks & McGee Banks, 2016). This chapter also opens the reader's eyes to the sexism issues we still face today in our schools. Educators today suffer from “gender blindness,” which results in the lack of “the perspectives and tools necessary to challenge sexism in school” (Banks & McGee Banks, 2016, p. 81). Today we face the issue of our literature consisting of people in traditional gender roles, which causes children to fall into stereotypical roles. Also, much of our literature is male dominant beating out female characters two to one (Banks & McGee Banks, 2016).

Whether a person looks at achievement scores, curriculum design, or even the most basic of all, teacher and student interactions, it is clear that gender makes a tremendous difference in the nations public elementary and secondary schools. Our schools have a responsibility to prepare both boys and girls for full and active roles in the family, the community and the work force. Whether we look at these issues from a political, economical or social perspective, it is essential to remembers that girls are one half of our future. As educators, it is critical to move our daughters and sisters from the back of the classroom, to the center and front. We must give them the knowledge and courage to fly. To fly meaning, the self-esteem and encouragement and also the curriculum that does not reinforce the message: A womans place is in the kitchen. We must give our daughters the power to break racial and gender barriers and capability in educating ones self in a

It is now agreed that schools and teachers play a crucial part in replicating and strengthening gender inequalities. A recent study of educators, however, shows that there was a general lack of awareness with respect to the concept of gender and ways in which gender operates in the educational process and that these concerns were not being addressed in teacher training institutions The type of school also had an effect on these outcomes; in all girls schools the performance levels of the girls are higher compared to that of coed schools. I think this is because the girls will focus more without the distraction from their inter-action with the boys (i.e. the visits to the restroom to repair make-up to impress their male counterparts will be less, there will be no intimate involvement) and also females tend to be more competitive even among themselves. In the schools located in the inner city communities, there tends to be much lower rates of participation and performance by both boys and girls. A girls’ motivation to achieve far exceeds that of boys. Marginalized females will place importance on education and do their utmost to be successful at all costs. Most females with disability and other females from the inner-city community when given the opportunity do extraordinarily well to prove their worth to society.

In 1999, Jefferson Leadership Academies was named the first public middle school in the U.S. to offer an environment fully dedicated to single-gender instruction (Niche). This organization became a milestone for single-sex education and brought attention to the fact that separating genders is beneficial in more ways than one. Our country is known for its prestigious learning system and the endless opportunities provided for its citizens. Immigrants continue to travel from all over to soak up the advantages of the American Dream. We must not take our government’s generous acts for granted, but encourage methods meant to improve success rates among students. In earlier years, women were seen as uneducable