| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "GENDER EDUCATION": |
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Gender and Education, 2003.
Examines the impact of gender on educational outcomes.
1,700 words (approx. 6.8 pages), 8 sources, MLA, $ 55.95
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Abstract
Despite the advances made in the modern world,existing perceptions of gender difference are still around. According to Berryman et al (1997), in present society ?qualities such as ambition, drive and competitiveness are regarded as typically masculine, whereas passivity, nurturing and emotionality are seen as typically feminine.? The paper shows that if this still our current concept of gender we might assume that these perceptions still influence the lives of individuals. Thus these perceptions also influence today?s youth and their education. The essay deals with this issue by examining the impact of gender on educational outcomes. It emphasizes why differences between the two sexes occur (in choosing subjects for example) and examines who is to blame for this. The paper also looks at the gender gap and society's reaction to it.
From the Paper
"Adams and Laurikietis (1976) look at the role of teachers in the affirmation of sex differences. They point out that in schools teachers have different expectations of boys and girls and treat them differently as well. Furthermore they refer to different gender affirming phrases such as: ?What a language for a lady? and ?Can I have two strong lads to help me??. Though these are actually quite standard phrases they do promote a further gender typifycation. But according to the same authors gender in children is already established at a much younger age. They argue that the parents already pre-form children because they treat boys and girls according to society?s view - girls are dressed in pink and boys in blue. Archer and Lloyd (1989) note that children as young as 3 and 4 already chose gender-related toys."
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Gender, Education and Income, 2008.
This paper examines the effect of educational attainment on the gender wage gap in Canada.
1,307 words (approx. 5.2 pages), 8 sources, MLA, $ 44.95
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Abstract
The paper presents research that shows how there is a definite gender, education and income disparity in Canada that is deteriorating. The paper points out that these inequalities are more persistent in rural Canada and among non-white women and immigrants.
From the Paper
"Even though the educational disparity between women and men has almost disappeared, there is still an income gap between the two, with women earning up to 50 to 84 percent as much as men. The research for this paper confirms this finding. When the research looks at non-white women, women who are immigrants, and women who reside in more rural areas, particularly Alberta, the education/income distances grow wider."
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Gender Bias in Education, 2004.
A look at the problems caused by the gender gap in the field of education.
755 words (approx. 3.0 pages), 5 sources, MLA, $ 26.95
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Abstract
This paper examines how gender bias in education refers to the persistent gender gap that exists in the field of education and how various strategies have been adopted and several reforms have been introduced to tackle this issue. It looks at how women are always taught to be less aggressive and less assertive than their male counterparts, and for this reason, they tend to stay away from more competitive or professional fields of education. It shows how some changes are needed in the way teachers handle this problem in the classroom and how vast literature on the issue suggests that teachers play a vital role in gender gap issue.
From the Paper
"It has also been noticed that lower self esteem and confidence in girls is directly connected with teacher?s attitude towards more assertive and confident girls. While teachers permit and even encourage assertive attitude of boys, the same behavior is not tolerant when exhibited by a girl and she is seen as a disruptive element. Reay report suggest that the reason why most girls choose not to enter the more competitive fields of education is because they have been conditioned to do so."
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Gender in Physical Education, 2005.
A research proposal about gender issues in physical education in middle school-aged children.
1,339 words (approx. 5.4 pages), 7 sources, MLA, $ 44.95
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Abstract
The purpose of this research proposal is an evaluation of the gender issues and problems that arise in physical education classes in middle school. The writer explains that the research will focus on the impact well rounded physical education has on middle school students, while particularly aspiring to answer the following questions: (1) what gender issues currently exist in physical education at the middle school level, (2) are boys and girls presented the same opportunities in middle school phys-ed, and (3) what changes might be made to resolve these issues based on past practice and current knowledge.
From the Paper
"There is some evidence suggesting that girls are participating more in middle school athletic programs, however there is also an ample body of evidence suggesting that there are still many barriers to this participation including perceptions that "girls with talent in athletics are considered tomboyish" (Olasov & Ryan, 2000:37). There are numerous factors that can negatively impact girls full participation in activities "including stereotyping from parents, teachers and even coaches", and lack of awareness among this same group of the potential social, emotional, physical and cognitive benefits physical education has to offer (Olasov & Ryan, 2000: 37)."
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The Gender Gap in Education, 2006.
A review of the theory of the gender gap in a school situation.
2,700 words (approx. 10.8 pages), 10 sources, $ 106.95
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Abstract
The purpose of this study is to examine the nature of the gender gap that exists between girls and boys at the primary and secondary levels of education. This paper first discusses some of the root causes that influence the development of gender stereotypes and the gender gap in science and math. It then examines some of the effects of this gender gap also within an educational context.
From the Paper
"Consistently, studies have demonstrated that gender stereotypes can have an effect on the ability of girls to excel in either science or math. Cultural perceptions that assume that those subjects are the domain of boys and not girls can have a deleterious effect upon the ability of girls in a schooling setting to pursue and master either of these subjects that are considered to be so crucial. Science and math constitute two of the core academic subjects that are taught in school, especially at the primary and secondary level. Despite the basic importance of science and math to education at these levels, studies seem to indicate that the current educational situation actually accentuates the gender disparities that exist between girls and boys regarding learning in science and mathematics."
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Gender Equality in Education, 2002.
Discusses how the educational system is so built that it is almost impossible to wipe out gender inequality.
1,833 words (approx. 7.3 pages), 10 sources, MLA, $ 58.95
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Abstract
A paper outlining how there is still a gendergap in public education, regardless of the attempts by administrations to refute the claim. This paper explains how gender inequality is still rampant in our schools today. It shows that though many situations where boys are preferred over girls are unintentional, the fact remains that time has not caused us to become blind to gender in the classroom.
From the Paper
"Gender gaps in education ?have in most cases been eliminated and, in others, have significantly decreased,? according to ?Trends in Educational Equity of Girls and Women,? a report requested by Congress and released April 25, 2000 by the National Center for Education Studies. Girls appear to have fewer problems in early grades than boys do and consistently outperform boys in reading and writing, the report continues. The NCES states that young women continue to lag behind males in mathematics and science achievement in high school and are less likely to major in those fields in college. They also report that high school girls have higher educational goals than boys have and are more likely to enroll in college in the fall semester after graduating from high school. These females are then more likely to complete their bachelor?s degree within five years, compared to their male counterparts."
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Gender Differences in Education, 2007.
This paper discusses ways of improving the academic performance of males in early childhood education.
2,232 words (approx. 8.9 pages), 19 sources, MLA, $ 69.95
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Abstract
The paper relates that boys are failing at alarming rates in an educational system that, the paper contends, has been wrongly attempting to implement gender neutrality. The paper reveals that there is substantial evidence of extreme differences between the very biological make-up of the brains of boys and girls. The paper explains how these differing natural tendencies of boys and girls affect the way they learn. The paper maintains that educators must begin to teach children in the manner in which their brains actually function.
From the Paper
"Historically speaking the gender differences in education have been under-recognized if not overtly ignored throughout the establishment of early childhood education as a specialty within education. Additionally, the field of educators has been traditionally and currently gendered toward women, and this is especially true in the lower grades. (Sargent, 2004, p. 173) Though this is not to say that women are incapable of teaching young boys, given the training to do so it does leave some questions as to the validity of the thinking process that helps develops everything from curriculum to day to day classroom interactions between young boys and their peers as well as their teachers, and limits male role models in the system significantly."
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Women, Gender and Education in 19th Century Canada., 2002.
This paper discusses how ideas of gender affected women in 19th century Canada just as they do today.
1,650 words (approx. 6.6 pages), 7 sources, $ 62.95
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Abstract
And it affected them then, and affects them today, in a negative way. Because of the social construction of gender meanings, women encounter unfair educations experiences that are meant to gear them toward subordinate work. The real interest of women, unfortunately, is what society says it should be. A combination of direct and subtle pressure maximizes the likelihood that women will be marginalized in society, and confined to the home. It is only through education that women can break this patriarchal attempt at social control.
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Gender and Education, 2004.
An analysis of the implication of gender on academic achievements.
788 words (approx. 3.2 pages), 3 sources, MLA, $ 28.95
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Abstract
This paper discusses the notion that males and females perform differently in the classroom. The paper contends that the goal of educators should be to minimize the stereotypical belief systems that influence gender achievement and help teachers focus on aiding students, whether male or female, in accomplishing as much as they can and holding everyone, regardless of sex, to the highest standards of achievement in the classroom. Traditional stereotypical beliefs about student achievement based on gender must be abolished in order for success in the classroom to be realized.
From the Paper
"There are many different theories that exist with regard to gender and education. A majority of these stem from statistical research and analysis which suggest that males and females perform differently in the classroom. Many of the studies that have evolved around gender and education focus on the role of gender stereotyping to explain the performance gap that sometimes exist with regard to educational achievement between males and females (Ayim, Diller, Houston & Morgan, 1996), whereas others focus on scientific analysis of genetic influences on gender differentiation in the classroom (Alsup & Sprigler, 2003; Zohan, 1998). Of the studies that have been conducted, one may conclude simply that many different factors affect achievement for males and females in the classroom."
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Education, Gender and Democracy in Africa and the Middle East, 2005.
Examines the effect of educational and gender equity improvement on the increase of democracy in the Middle East and North Africa.
1,575 words (approx. 6.3 pages), 7 sources, $ 62.95
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Abstract
The paper shows that if the majority of people in a society become educated it would stand to reason that conditions within that society would improve. If conditions and self awareness increase within that society, then there is most likely a chance that a rise in social improvements will follow. This paper shows how democracy would increase in the Middle East and North Africa if more attention would be given to gender and education equity.
From the Paper
"When an individual gets an education, every aspect of his or her life can change. In general, with an advanced education, socioeconomic status improves. Many times, education can also lead to improved self-concept. It is difficult to convince someone that he or she is inherently inferior if that person has been taught otherwise. Theoretically, then, education can help individuals stand up and take responsibility for themselves, as well as teaching them to improve their own lives and the lives of others. What then, happens when a nation's population becomes more educated?"
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Gender Inequality in Indian Education, 2007.
This paper describes the gender inequality that exists in Indian education and recommends changes to India's education system.
3,450 words (approx. 13.8 pages), 7 sources, MLA, $ 97.95
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Abstract
This paper analyzes the situation of under-privileged girl children in India in terms of the education system there. The paper makes this analysis through the examination of the interplay of several historical, social, cultural and political factors. The paper relates that it was during the end of the nineteenth century, when the Indian government realized the need for the education of women. The paper further relates that measures adopted during the later years, proved insufficient and, at the time of independence, the government was faced with the formidable task of educating a large section of the uneducated, illiterate population. The paper notes that the government of India thus under took several policies to improve girls' accessibility to education, at least during the early years of the child's life. The paper then points out that it has been widely perceived that bridging the gender gap in education will provide an effective solution to the problem of gender equality. This paper re-examines this contention.
Table of Contents:
Introduction
Gender 'Inequality' in Education
Measuring Gender Inequality
Achieving Gender Parity in Primary Education
Reducing the Gender Gap
Increasing Enrollment Levels of the Girl Child
Focused Interventions Gender Parity in Education
Social Dimension of the Problem
Gender Division of Labor
Focused Interventions Recommendations
Schedule Castes and Schedule Tribes
Rural Urban Divide
Moving towards Gender Equality
Right to Education
Ensuring Access with Equity
Physical Accessibility
Creating a Physical Environment
Improvement in State Functioning
Rights in Education
Creating a Safe and Equitable School Environment
Sexism in the Curriculum
Right through Education
Conclusion
From the Paper
"Unequal gender relations may arise due to domestic violence, stress as well as cultural practices of exclusion. These factors, not only promote unequal gender relations but also impact gender related development outcomes. It has been argued that irrespective of the overall socio-economic background, in most cases views on femininity come in conflict with the goals of education, which are directed towards survival and unity. Although education emphasizes on independence and promotes a spirit of inquiry, traditional notions of femininity seek; to create a docile and submissive character of the girl child."
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Gender and Class Inequalities in Education, 2005.
An analysis of gender and class inequalities in education, including possible solutions.
1,575 words (approx. 6.3 pages), 7 sources, $ 62.95
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Abstract
The paper examines the implications of gender and class inequalities, presenting some of the key points and problems most often associated with these issues in an educational context. The writer examines various solutions to these inequalities, and explores social policies that could be used to alleviate the differences created by gender and class in education.
From the Paper
"Modern human societies are far from egalitarian. By this I mean that in West we have cultivated a social system that too often divides individuals and groups into either haves or have-nots. The consequence is inequality, bias, and prejudice that can leave a large proportion of society struggling to achieve any measure of success. On the other hand, some individuals and groups have much less difficulty in securing rights and privileges in society. Sometimes this has to do with the will to succeed, as the American mythos would have us believe. Unfortunately, more often than not, a complicated mix of social, cultural, and historical forces are at play reducing the chance that individuals from certain groups can succeed. Two of the categories upon which our society often divides people into the privileged and underprivileged are gender and social class. But why talk about these two characteristics together?"
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Gender Differences in Physical Education, 2006.
A look at gender differences in the learning styles in the physical education classroom.
4,050 words (approx. 16.2 pages), 10 sources, $ 160.95
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Abstract
This paper explores perceptions in gender and learning styles to attempt to determine whether learning styles are the primary factor in student accomplishment in the physical education classroom. The focus of the paper is on biological versus socio-cultural factors that determine outcome and predisposition within the physical education classroom for male and female students and teachers.
From the Paper
"Gender has been demonstrated to play a role in how students approach learning and education (Penney, 2002; Rink, 2005). The extent to which this occurs is not fully recognized, as it appears difficult to quantify different approaches to learning through gender or through sociological factors that influence behavior for members of either sex. While male and female students both participate in extracurricular athletic abilities, observational data suggests that male students are more likely to openly participate in required physical activity classes than are female students (Dowling, 2001; Penney, 2002; Rink, 2005). Physical education teachers report that it is more difficult to motivate female students into physical activity during required class periods."
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Striving For Gender Equality: Single-Sex Education, 2005.
A research paper on the benefits of single-sex education for females. Brief historical and political viewpoint also included.
1,970 words (approx. 7.9 pages), 13 sources, MLA, $ 62.95
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Abstract
Single-sex education is beneficial to females in emotional, intellectual, and societal growth. This paper argues that single-sex classes have positively impacted females and offer a tailored style of learning. It explains that gender bias, gender discrimination, and male distraction is eliminated. Females also benefit academically and through standardized test scores.
From the Paper
"The Young Women's Leadership Academy graduated its first class in June, 2001. All but one of the seniors was accepted by a four-year college; the one exception was a female who joined the Air Force. Most of those going to college also won full scholarships (Sax). The first valedictorian, Edriana Suarez, fought back tears as she spoke about the odds that the class had to overcome just to remain open. "We are underdogs," she told her graduating class. "There are many who don't expect us to win and don't want us to win. The only thing we can do about these people is that that's exactly what we are doing today," (Sax). Suarez's statement reflects the considerable amount of furor in both public and private single-sex educational spheres. However, evidence and research has outlined the positive affect of same-sex education for females. Single-sex education is beneficial to females in mental, emotional, and societal growth."
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Cross-Cultural Gender and Gender Relations in Horticultural Societies, 2002.
This paper examines the gender roles in horticultural societies.
1,990 words (approx. 8.0 pages), 3 sources, MLA, $ 63.95
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Abstract
This paper shows the difference that agriculturists, sedentary lifestyles, and social differentiation made in gender relationships.
From the Paper
"The first evidence of agriculturists, sedentary lifestyles, and social differentiation that archaeologists and anthropologists have distinguished come from groups termed Horticulturists. Though the past record remains relatively scant in regards, anthropologists have used existing ones as a locus of study and interpretation. More numerous than surviving hunter-gatherer groups, horticultural societies also show an incredible range of gender diversity between groups, more numerous, in fact, than any other extent societal model. The quantity of studies that has come as a result of this are astounding. Those done in the area of New Guinea alone, home to at least two hundred different horticultural societies, provide ample evidence to add weight to the debate of nurture over nature, by sheer examples of the differences in living and understanding gender roles in such a relatively small and homogenous environmental area. "
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