...The Gender Achievement Gap Rena Godfrey Capella University ED5540 Strategies for Eliminating the Achievement Gap Quarter & Year: Fall 2013 Email: godfreyrena@gmail.com Instructor: Marge Zuba, Ed.D. Gender Achievement Gap One of the most interesting and actively debated areas in educational research concerns the gender-based achievement gaps in math and science. Despite research efforts and statistical data backing up the notion that girls are falling behind in math and science, there still continues to be significant gender-based achievement gaps that are perpetuated by “insidious gender lessons, micro-inequities…that chip away at girls’ achievement and self-esteem” (Sadker & Sadker, 1994). Research studies shed light on significant decreases in girls’ achievement rates in math and science as early as middle school that continues to decrease into high school. Although the achievement gap in math has declined in recent years (AAUW, 1999), girls consistently score lower on the SAT and ACT than boys do, and the gap does not narrow in college. Researchers struggling to identify the origins of gender differences have examined a range of theories, including biological, environmental, cultural, and cognitive developmental approaches to gender differences. What is Gender Equity? Gender equity implies being treated equally fair for both male and female. Gender refers to the social roles of men and women, and boys and girls, as well as the relationships...
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...Eliminating the Gender Achievement Gap ELIMINATING THE GENDER ACHIEVEMENT GAP Preconceived notions of what boys and girls can and cannot do will have negative effects on both genders. Parents who allow their sons to misbehave and say “boys will be boys” not only damage their view of themselves but it does not teach them the consequences of right and wrong. Telling a boy “big boys do not cry” may create an emotionally stunted boy. Society allows girls to express their emotions but boys must keep them inside. While society does not blink an eye when a boy aspires to becoming an auto mechanic or a girl a stay at home mom, the converse brings discomfort, ridicule, much discussion and even embarrassment for the families. Research shows women have made tremendous gains in the last few decades; however, it is still difficult for them to obtain equality. According to an article from the Institute for Women’s Policy Research, women make up almost half of all actively employed people in the work force yet; they earn, on average, 23% less than their male counterparts holding the same position (Hegewisch & Hudiburg, 2013, para.1). The pace has been so slow that if it continues at this same rate, it will take over 40 years before women will earn the same salary as men in the same positions (Hegewisch & Hudiburg, 2013, para. 2). What causes this phenomenon? Is it nature or nurture? Is it something that begins in the womb or the formative years...
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...Gender Gap 1 The Elementary Gender Achievement Gap ED5504 Gender Gap 2 Abstract The gender achievement gap has been written about, studied, and defined. This gap exists. It exists in the educational system and in the workplace. It begins in elementary school and continues through higher education. The gender gap can be attributed to many problems. These problems include cultural, socioeconomic, educator expectations, and student environment. Gender Gap 3 Gender equity happens when there is no difference in student achievement in relation to classroom teaching and school environment. Many factors play into the gender achievement gap. Cultural factors, race, and discrimination are part of...
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...Girls achievements have improved over the years due to the external and internal factors of gender differences within achievement. Statistics show that since 1985 boys' and girls' achievements in school have both improved drastically in the percentage of pupils achieving 5 or more A*'s to C at GCSE level. However, although both have improved it shows that there has been a rapid increase in the improvement of girls results and a significant gap has opened up. These achievements can depend on a number of gender differences, as well as explanations about their class and ethnic differences, it can be known as external factors - factors outside of school and education, such as society and a pupils family background, but aswell as external, there are also internal factors - factors which happen within school and the education system.Girls achievements have improved over the years due to the external and internal factors of gender differences within achievement. Statistics show that since 1985 boys' and girls' achievements in school have both improved drastically in the percentage of pupils achieving 5 or more A*'s to C at GCSE level. However, although both have improved it shows that there has been a rapid increase in the improvement of girls results and a significant gap has opened up. These achievements can depend on a number of gender differences, as well as explanations about their class and ethnic differences, it can be known as external factors - factors outside of school and...
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...The gender gap in education has been widening for many years. There are a number of reasons for gender differences in achievement and they include internal factors such as GCSE and coursework and the challenging of stereotypes in the curriculum, and external factors such as the impact of feminism and the changes in women’s employment. Some sociologists argue that changes in the way pupils are assessed have favoured girls and deprived boys. For example the sociologist Gorard found that the gender gap in achievement was fairly constant from 1975 to 1988-9, when it was increased sharply. He concludes that the gender gap in achievement is a “product of the changed system of assessment rather than any more general failing of boys”. Moreover, Mitsos and Browne support this view. They conclude that girls are more successful than boys in coursework because they are more conscientious and better organised. They found that girls spend more time on their work, take more care with the way it is presented, bring the equipment and resources to lessons and are better at meeting deadlines. They also argue that these factors have helped girls to benefit from the introduction of coursework in GCSE, AS and A level and that girls gain from maturing earlier than boys. Alternatively, some sociologists believe that these traits and skills are the result of early gender role socialisation in the family. For example, girls are more likely than boys to be encouraged to be neat, patient and tidy. These...
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...Educational achievement is influenced by a variety of factors, each of which is interwoven with another. Gender influences educational achievement for a variety of reasons and in a number of different ways. I intend to describe the ways in which educational achievement differs between males and females and the possible reasons for this variation between the sexes. Social class and ethnicity also play important parts in affecting the achievement of individuals and groups. I intend to discuss their affects on results seen in education and the way in which these factors are interwoven with one another. I will highlight the importance of each of these factors in determining the achievement of individuals and groups in education and the reasons behind their importance. Over the last ten years, the gender gap between the achievement of males and females in education has been growing in developed countries. (Gibb, Fergusson and Horwood, 2008) On average, girls in England achieve better results in most subjects at all levels of education. The issue is not confined to the UK as the problem also presents itself in other countries. (Machin and McNally, 2005) Women in the USA have continued to be more educated than men since the mid 1970’s. (Charles and Luoh, 2003 in Machin and McNally, 2005) Females attain more school and post school qualifications than males and also attend university in higher numbers. (Alton-Lee and Pratt, 2001, in Gibb, Fergusson and Horwood, 2008) National statistics...
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...educational achievement refer to the significant differences in educational success and failure. This difference can be found between the two genders where it is a fact that girls outperform boys in the education system; some may argue that this is a result of factors outside of school. The validity of this or whether the differences are caused by factors outside school will be discussed. One reason as to why it can be argued that gender differences in educational achievement are caused by factors outside school is because of changes in society’s views on females. In past generations, girls would not attend school and instead stay at home and learn from their mother how to cook and look after children, they were nurtured to become housewives for their future husbands. This meant that women had low aspirations, however this has changed. Sue Sharpe argues that this is a result of a gender quake that society is experiencing. Previously, girls had aspired to get married at a young age and become mothers to children early on in their lives. However, girl’s priorities have changed to getting an education so that they can have a career (Francis and Skelton) and therefore being able to support themselves above all other priorities rather than relying on a husband. This therefore means society accepts that it is normal for girls to get an education and provide for themselves; therefore society’s views on women can be argued to be an important outside school factor to influence gender differences...
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...Introduction After Second World War, gender gap in education could be noteworthy issue all over the world (Arnot, 1999). Nowadays, more girls have the opportunity to join higher education, even occupy half of the students. That is to say women’s status has been improved nowadays. Meanwhile, in Britain, it is said it has took part in the “gender parity” in many years. However, according to OECD, compare with other developed countries, Britain is more significant in education gender gap. For this essay, Britain could be typical countries for the subject of gender gap in education. This report will give two positive approaches to improve the Britain’s gender gap in education and evaluate which is more suitable. 2.0 Background There is an obsolete statement that girls have talented in language courses and some art creation while boys are do well in math and science subjects (Sullivan, 2009). So as we have seen that boys graduate from university might work on some science or physical studies while girls could become teachers or nurses because of excellent abilities in communication. According to BBC news, in this era, employers’ organization asks for higher study levels than before which is includes math, physical, chemistry skills. Meanwhile, BBC new also states just nearly third of women struggle on math in university and most of them cannot get good grades as men’s. That is to say, dated subject choice in Britain should be changed to achieve the gender parity. In order to evaluate the...
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...Achievement Gap In modern times, education is becoming more and more valued. Today, education is the key to success. Parents and educators stress day in and day out how important it is to receive a quality education and take advantage of it. However, a disturbing gap has formed and has divided students. This gap is most commonly known as the achievement gap. The achievement gap ultimately refers to the difference in performance of specific groups of students based on economic classes, race and gender. The achievement gap is continuously growing and is more prevalent in some cities than others.. In the Midwest the achievement gap is primarily between white students and black students. This achievement gap is due to both internal and external...
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...educationsystem. According to Pirie in Item A, the modular courses and continuous assessment found ineducation today has been seen to favour the systematic approach of girls, compared to the oldO level exam which typically favoured boys. These changes within the education system are seenas the main result of gender differences in education, nevertheless, external factors such asthe impact of feminism and changes in the job market may also have influenced the increase ingirl’s attainment.Firstly, it may be argued that the way pupils are assessed has favoured girls and disadvantagedboys. Gorard found that the gender gap in achievement was stable from 1975 up until 1988 whenit increased rapidly. This was when GCSE and with it coursework was introduced. Mitsos andBrowne support the view that GCSE’s favoured girls as they were more successful in courseworkdue to the fact that girls are seen to be more careful with their work, more likely to spendlonger on their work and meet deadlines. However, Ellwood argues that although coursework hashad some influence, exams themselves have a greater influence in the final grade. Thereforethis does not create a significant gap between gender differences.Secondly, the way in which teachers interact with pupils differs. Sociologist Jane and PeterFrench argue that classroom interaction between teachers and boys was not that different tothat of girls in terms of academic reasons. However, boys tended to get more attention fromteachers in terms of reprimands...
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..."Internal factors within the educational system are the primary reason for the improvement in girls' achievement" Discuss. Girls achievements have improved over the years due to the external and internal factors of gender differences within achievement. Statistics show that since 1985 boys' and girls' achievements in school have both improved drastically in the percentage of pupils achieving 5 or more A*'s to C at GCSE level. However, although both have improved it shows that there has been a rapid increase in the improvement of girls results and a significant gap has opened up. These achievements can depend on a number of gender differences, as well as explanations about their class and ethnic differences, it can be known as external factors - factors outside of school and education, such as society and a pupils family background, but aswell as external, there are also internal factors - factors which happen within school and the education system. Schools try to offer an Equal Opportunites Policy, meaning that both boys' and girls' are treated equally within school and especially within the classroom. This policy came about due to the feminist idea which made a major impact on the education system. As a result it meant that gender differences were now avoided as much as possible, both genders were now entitiled to equal opportunities in school. Many groups have come about from this such as GIST ( Girls Into Science and Technology) who encourage girls to pursue in careers...
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...Unequal Outcome of Gender Equality Introduction Gender equality is a sensitive issue that has raised concerns in the society. It is a human right as both genders remains entitled to experience a good living free from any fear. The concept tends to have a deep dwell on the women, who are thought to be less fortunate in society than men. The society has it in mind that empowering women and girls are similar to empowering a whole nation. The empowered section of women is popular since they contribute to an increase in health and productivity of the family and community in respective prospects of the next generation. The concept has been in the application, in the Millennium Development Goal, as an agenda, where the countries did aim at eliminating gender disparities in education before year 2015. The countries also did believe that achievement of this goal would lead to subsequent achievement of the rest of the goals. Contrary to all these concerns, the concept of gender equality has led to unequal issues in the society after extreme concentration on one gender. Some of the methods are in clear illustration in the two articles on the description. Article 1 summary The article is under the Bankrate.com Publishers. It title is Bridging the pay gap between the gender. In this article, the author is concerned of the pay gap that still exists among men and women. The gap is often in many times overlooked, or used as a factor of determining the success in women. Source of data from...
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...INCOME AND GENDER INEQUALITY IN TODAYS WORLD In President Obama 2012 State of the Union, he called it "the defining issue of our time." (CNN). Income inequality is the extent to which there is a distribution of revenue unevenly among the population. Unfortunate this creates a gap between the rich and everyone. It also gives the idea whether income distribution is fair or unfair. Income inequality is growing in the market day by day, and it is calculated based on the population present in the economy. The United States has a comparatively high level of income inequality results from labor market changes, changes in household composition, the shift from industrialized employment to high paying technical services jobs, and lower paying retail trade jobs. The argument has deliberated by some who say that in one way, income inequality can fuel economic growth. According to their argument, a greater portion of the rich's income is not spent on consumables, but instead, they are likely to save and invest more (AAUW). As a result of this, there is predictable economic growth due to the increased investment made by those with high incomes over the years. Income inequality is viewed by most people to be a result of government policies that impact the distribution of revenue among its population (AAUW). Gender income inequality is the gap between the income of men and women among the people in the economy. It is the average difference between male and females aggregate hourly income. Through...
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...Outline & Assess the view that gender differences in education achievement are caused by factors outside school (50m) Gender and educational attainment focuses mainly on how males and females perform differently in different subjects and their tendency to study different subjects. In recent years, females are attaining more than males while males are underachieving. This may be caused by factors outside school. Outside factors has caused girls to outperforming boys is due to girls attitudes towards education as the female expectations have changed. Many women are now looking beyond the housewife role. This is supported by Sue Sharpe discovered that girls priorities had changed from marriage to having a good job. This is because there has been a genderquake, Wilkinson argues that females have improved their educational performance due to fundamental changes in attitudes towards female role in society. Therefore there is a more positive attitude towards education for women and they use this as a means of improving chances at work. This shows how outside school factors influence differences in achievement as Francis and Skelton’s studies can show that many girls are acquiring for jobs that require degree level qualifications therefore girls strive to work harder at home to ensure they do well in order to achieve a well-paid job. However, Jackson argues that its not only boys who are failing, girls are too as there are many ladettes who disrupt lessons to make themselves feel...
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...Examine the impact of educational policies on achievement levels of different groups of students. Several educational policies have been established over many years, which had impacts on achievement levels of different groups of students, in terms of social class, gender and ethnicity. The mains policies include several types of compensatory education, Tripartite System through The Education Act 1944, comprehensive schooling, Education Reform Act 1988, Academies & Free Schools and tuition fees. Some viewed these policies positively as they believed that each of these changes had certain outcomes, however, others criticize them. The 1944 Education Act formed the Tripartite System, which established three types of schools separating into Grammar, Technical Secondary and Modern Secondary. Along with the system, 11+ exams were created to help allocate each child into the different schools, where the students who passed the exam went to Grammar and who failed attended either Technical or Modern. This Tripartite System was seen as effective as it discouraged social class discrimination because it was meritocratic as students are allocated according to their ability and performance. However, this so-called meritocratic Tripartite System was criticized since bourgeoisie students had parents with economic and cultural capital, which means they could afford private tutors and better education unlike proletariats so bourgeoisie students were more likely to pass the 11+ exams. Therefore...
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