What Is The Basic Ethical Principle Concerning Equality That May Be Lacking In Education

Since the early 1800s, women in higher education have been battling to overcome barriers to gain access to education, and equal career opportunities. Research posits that women have made significant progress through government legislations during the 1960s and 1970s, which eradicated some of the barriers of gender inequality. The research also supports that women are moving the needle in educational attainment and employment in higher education as students, faculty members and senior-level administrators. However, recent data suggest that there is still work to do to increase the number of women in leadership roles. Especially black women in higher education.

It is important to promote equality and value diversity within the learning environment as everyone has the basic right to be treated fairly. Equality is about making sure people are treated fairly and given fair chances. Equality is not about treating everyone in the same way, but it recognises that their needs are met in different ways. As a teacher using the arts I choose my words of instructions carefully and have to consider everyones needs and abilities within the room when giving out instructions for tasks. For example if I am working with a group of disabled and non disabled students and I need them

David Sadker and Mellisa Koch. Gender insights coming to your classroom. “Educational leadership”. ASCD. Accessed 17 October 2017. https://rhysmillerteachinglearning.files.wordpress.com/2016/11/educational-leadershipdisrupting-inequitygender-insights-coming-to-your-classroom.pdf

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

For example, at Augusta University, women only compose 56 out of 148 administrative posts, and only 647 of the 1,481 teaching posts were filled by women or people of an nonbinary gender (Workplace Profile). The fact that women are so poorly represented in cases like this can have a great effect on the gender diversity of the university and the feelings of systematic sexism that students feel on campus. If female students don’t see women in teaching positions, it can make it seem as if they aren’t truly a part of campus, and that they are in a male dominated area of society. This can result in a sense of disentitlement in women and a sense of entitlement in men. As a student, I can tell you that the “mansplaining” in Zeilinger’s piece on sexism on campus, is a real thing. Like Zeilinger says, men think it's their place to interrupt women and explain the coursework as if they were a teacher instead of a student. This is a prime example of how the sexism in faculty appointment leaks over into student life, because it makes nonbinary students and women feel as if they are simply in a male space instead of in a space created and maintained for all students regardless of gender, making them less involved in class discussions and inadvertently allowing men to take away their

Thinking back to even before I started reading this chapter, I knew that most of the people seen in the education field consist of mostly women. Many of whom do not hold high positions nor are required to have advance degrees such as math, sciences or english. Although this is not through for high school as there seems to be an equal number of men and women teachers, when it comes to the younger grade levels, there are more female teachers than males in the classroom. From this chapter it becomes easier to understand the different biases in the world and why people view them the way they do. Not everyone is given the chance to understand that there are other options out there, most people are born into one way of society and spend the rest of their lives there never branching out.

suggests that both race and gender are alarming forces in the lives of African American women. This review of the literature will focus on African American women in higher education, career development, power issues affecting career development, and historical and current barriers. By examining the issues surrounding racial and gendered stereotypes, an understanding of the variables that persist in organizations that restrict the upward mobility of African American women in leadership can be

According to the Texas Association of Community Colleges, the community colleges in west Texas had 30% of their leadership positions filled by women compared to the national average of 50%. With the number of women in leadership positions in west Texas lagging behind the national average, the researchers in this study desired to learn more about the women in leadership positions at community colleges in west Texas and their experiences at community colleges. Thus, the purpose of this study was to explore how women in leadership positions in west Texas handled the adversities of working in a male-dominated field by focusing on their work environments, their leadership styles, and the types of mentoring available for women in these leadership positions at community colleges. Therefore, this study was guided by three research questions:

a) Discuss four ways in which the education system in your country constructs the gender inequalities. [12]

Throughout the 20th century, women have expanded their roles in American society. Both in education and the workplace, women have increased their opportunities to obtain an education and attain meaningful roles in the workplace and society. Despite these gains, gender equality has yet to be fully achieved. Advances in education for women have not always meant similar advances in the workplace. Also, even though educational opportunities have improved markedly since World War II, there remains significant room for improvement. The evidence is clear: greater opportunity for women does not equate to equality.

According to Feistritzer’s research (as cited in Bynum, 2015), there has been a disproportionate representation of women in education at the highest positions of education leadership , especially in comparison to the number who begin their careers as teachers. Although the number of women in management and administrative positions has increased, the majority of senior positions are still held by men. The lack of women role models in academic departments and barriers women face in acquiring leadership roles can be contributed to male-oriented organizational expectations. Research has shown that mentoring can significantly enhance the salary and promotion possibilities for women experiencing these types of situations. In academia, mentoring awareness can reduce barriers to women’s career advancement, tenure and pay (Cullen & Luna, 1993). Reddick (as cited in Gamble & Turner, 2015) believes that the efforts diversifying and including women in the ranks of tenured faculty positions have not made much process towards fulfillment. Women must seek mentorship early in their careers; have diversity among their mentors; and share experiences with other female faculty.

Gender inequality has become one of the oldest issues throughout society. Gender inequality can be described as unequal treatment or specific perceptions based on an individual’s gender. In most cases, it has developed over time with the socially constructed gender roles the society portrays. It was said “Nearly one-third of women said they feel discriminated against or treated unfairly based on their gender at least once a week." Opportunities are wasted if stereotypes and biases evaluate people based on their gender. Both men and women have arguments about this issue, but men are unaware of the treatment that women face in field. Today, people feel that women are becoming ahead in the work field because more women are receiving higher education and studies have shown that women tend to go to school for higher education rather than men which is bringing them many more advantages. Others feel that women are still being held back in their occupations and still face the unfair treatment based on their “roles” in society. Despite that inequality towards women on the workforce was worse before and some laws were changed, unfair treatment towards women is still occurring. Gender inequality can be manifested in different ways such as the hiring process, wage gaps, occupational sex segregation, maternity leave, sexual harassment.

Women were regarded as a minority group in early society, and although discrimination toward women is illegal now, there still are some difficulties that women face in the workplace. This article, written by Carol P. Harvey and Deborah L. Larsen, is titled “ Women In Leadership Positions: Why Aren’t They There Yet?”. The thesis of this article is that women in leadership positions struggle under the stereotype of gender expectations. To illustrate, the authors develop some differences between males and females, and discuss stereotypes of gender; at the end they explore possible reasons why women have difficulties in the workforce.

An egalitarian organization is where people are treated fairly and where people from disadvantaged social groups have the same chances as those from more advantaged groups. In order to become a more egalitarian organization, an understanding of causes and solutions of inequality are needed. Inequality is the existence of unequal opportunities and rewards for different social positions or statuses within a group or society. (Crossman, 2014) There are many forms of inequality, e.g. ethnicity and gender. In this essay, I will focus on gender inequality. Gender inequality can be defined as allowing people different opportunities due to perceived differences based solely on issues of gender. (Sage reference) I will first state reasons and

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