Explain ways in which a person’s gender may influence their educational attainment.
CAMBRIDGE
A level and AS level
2021
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Introduction
Briefly introduce the concept of gender and educational attainment, stating that gender can significantly influence a person's educational journey. Mention the essay will discuss various ways this influence manifests.
Gendered Aspirations and Subject Choice
Discuss how societal expectations can shape career aspirations differently for boys and girls, influencing their subject choices. Provide examples like STEM fields often perceived as masculine and humanities as feminine. Explain how these perceptions impact educational pathways.
Gender Roles and Educational Commitment
Explore the influence of traditional gender roles on educational commitment. Discuss how girls might face pressure to prioritize family over education in some cultures. Conversely, mention the expectation for boys to be breadwinners, potentially increasing their commitment to education for better career prospects.
Impact of Subcultures
Examine the role of pro-school and anti-school subcultures, highlighting their potential gendered nature. Discuss how peer groups and their attitudes toward education can impact individual students, particularly concerning gender norms within these groups.
Teacher Perceptions and Labelling
Analyze the influence of teacher perceptions and potential gender bias. Discuss how stereotypical views of male and female students can lead to labelling, such as "bright girl" or "troublesome boy." Explain how this labelling can affect students' self-perception and academic performance.
Gender and Educational Opportunities
Address the global context by acknowledging that educational opportunities for females are limited in certain countries. Discuss cultural and societal factors contributing to this disparity and its impact on girls' educational attainment.
Curriculum and Feminisation of Education
Discuss the concept of a gendered curriculum and the potential disadvantages of the "feminisation of education" for boys. Explore arguments suggesting that teaching styles and curriculum might favor girls, leading to boys feeling alienated or disengaged.
Conclusion
Summarize the key arguments presented, reiterating that gender significantly influences educational attainment in various ways. Emphasize the need for awareness and strategies to mitigate negative influences, promoting gender equality in education.
Gender and Educational Attainment
Gender plays a significant role in shaping educational attainment. From career aspirations to societal expectations and even classroom dynamics, gender intersects with various factors that can influence an individual's educational journey. This essay will explore some key ways in which a person's gender may impact their educational achievement.
Career Aspirations and Subject Choice
Gender socialization often guides individuals towards specific career paths from a young age. This can influence subject choices and attitudes towards education. For instance, girls, often encouraged towards caring professions, might be steered towards subjects like humanities and social sciences, while boys may be directed towards STEM fields (Kelly, 1981). This stereotyping can limit options and potentially hinder individuals from pursuing their true interests and capabilities.
Gendered Role Expectations and Educational Commitment
Traditional gender roles can impact how much value is placed on education for different genders. In some cultures, girls may be expected to prioritize domestic roles over academic pursuits, leading to lower educational aspirations and commitment (Francis, 2000). This disparity can limit their future opportunities and perpetuate gender inequality.
Subcultures and Gendered Attitudes towards Education
Pro-school and anti-school subcultures can also be linked to gender. For example, research suggests that some boys may feel pressured to conform to a masculine ideal that devalues academic achievement (Willis, 1977). This can lead to disengagement from education and contribute to the gender gap in attainment.
Teacher Stereotypes and Labelling
Teacher expectations can significantly influence student outcomes. Unfortunately, stereotyped views about gender and academic ability persist, leading to labelling and differential treatment. For instance, teachers might perceive boys as naturally gifted in mathematics and girls in language arts, unintentionally reinforcing gender stereotypes and impacting students' self-belief and performance (Sadker and Sadker, 1994).
Limited Educational Opportunities
In certain parts of the world, girls face significant barriers to accessing education. Cultural norms, poverty, and limited infrastructure can prevent girls from attending school, perpetuating a cycle of disadvantage and limiting their life chances (UNESCO, 2018). Addressing these systemic issues is crucial for achieving gender equality in education.
Gendered Curriculum and the Feminisation of Education
While girls' educational attainment has been steadily rising, concerns have been raised about the relative underachievement of boys. Some argue that the "feminisation" of education, with its focus on coursework and collaborative learning, disadvantages boys' learning styles (Sewell, 2006). This perspective highlights the need for pedagogical approaches that cater to diverse learning needs and avoid gender bias in curriculum design.
Conclusion
Gender remains a significant factor influencing educational attainment. From career aspirations and societal expectations to classroom dynamics and access to opportunities, gender intersects with a multitude of factors that shape an individual's educational journey. Addressing gender stereotypes, promoting gender-equitable teaching practices, and challenging traditional norms are essential steps towards ensuring equal opportunities for all genders to reach their full potential in education.
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Ways in which a person's gender may influence their educational attainment:
- Possible career aspirations may vary with gender and influence subject choice or attitudes toward education. - Gendered role-expectations, e.g. girls expected to take on traditional roles and so less committed to education. - Pro/anti-school subcultures may link to gender. - Teachers may have stereotyped views of students based on gender, leading to labelling. - Educational opportunities for females may be limited in some countries. - Gendered curriculum and feminisation of education may disadvantage boys. - Any other relevant reason.