Gender discrimination in education should end

Girls deserve equal opportunities to excel in academics

There are different conflicting theories for the gender disparity in education. Although the ideas differ, their theories generate from one common theme, society. We’ve also been instructed to be non-judgemental with our varied population, yet studies show that gender discrimination in education which begins as early as kindergarten and continues throughout college.

A variety of research has demonstrated that, although unintentional or on a subconscious level, teachers treat male students much differently than their female fellows.

Teachers consistently ask more questions, provide more transcript or feedback. Moreover majority of their interaction are with the males. Females are required to complete more work independently, receive more criticism when work is incorrect or incomplete, often not called in classroom discussions, and receive less fruitful responses.

This treatment allows males to dominate during activities and discussions and also helps them develop a positive self esteem. Teachers also express a tendency to encourage males in the areas of math and science, while females are encouraged in the areas of home economics, social sciences and humanities.

When females reach high school there is a considerable difference in ability level and interest in the area of problem solving, which then results in fewer women pursuing degrees in the areas that dominate our society today. One area of study that illustrates a gender bias is math education.

Some people argue that boys are naturally better at mathematics than girls. A mathematician named Muhammad Haleem said that, “Girls tend to like science, math, and computers until teenage when their interest begins to shrink. They do not take higher science, math, computer science and technological careers as often as boys do. We treat boys and girls differently as early as they are admitted to nursery.”

A gender researcher Aqeel stated on the basis of research and comparison of Differences in Educational Environments that, “Even at this early stage, teachers tend to ask boys more questions, interact with them more, give males more feedback, and comment more to males in the classroom. Teachers must make sure that they call on girls and boys equitably and give them the same feedback so those girls will continue to enjoy and excel in mathematics. They shouldn’t be underestimated. ”

Our institutes and nations’ key concepts must be based on gender equality. Our intermediate-level generalizations should be that girls /women ought to be encouraged to take high level math classes and enter mathematical careers.

Finally, our lower-level generalization for mathematics is that women can be successful in mathematics if teachers and parents encourage girls in the same manner as they do motivate boys.