Gender Equity in education

1. GENDER
EDSON TAURAI

2. Introduction
 Gender plays a significant role in education, impacting various aspects such as
enrolment rates, academic performance, and career choices. The influence of
gender on education has been a subject of extensive research and debate, with
scholars and policymakers striving to address gender disparities and promote equal
opportunities in educational settings

3. Enrolment Rates and Access to Education
 One of the key areas where gender differences are evident in education is
enrolment rates.
 Historically, there have been disparities in access to education based on gender,
with girls facing barriers to enrolment in some societies.
 However, concerted efforts have been made to address these disparities, leading
to significant improvements in girls’ access to education globally.
 Despite progress, challenges persist in certain regions, particularly in developing
countries where cultural norms and economic factors can limit girls’ access to
schooling.

4. Academic Performance
 Gender differences also manifest in academic performance.
 Research has shown variations in the subjects that boys and girls excel in, with
societal expectations and stereotypes influencing their choices.
 For example, boys have traditionally been overrepresented in STEM (science,
technology, engineering, and mathematics) fields, while girls have excelled in
language arts and social sciences.
 Efforts to address these disparities include initiatives aimed at challenging
stereotypes and promoting inclusivity in all academic disciplines.

5. Educational Leadership and
Gender Representation
 Another aspect of gender in education is the representation of women in
educational leadership roles.
 While women make up a significant portion of the teaching workforce, they are
often underrepresented in administrative and leadership positions.
 Efforts to promote gender diversity in educational leadership have gained traction,
with initiatives focused on empowering women to take on leadership roles and
addressing systemic barriers that hinder their advancement.

6. Theories of Gender
1. Psychodynamic
(Sigmund Feud)
 this theory sees the role of the family in shaping ones gender identity
particularly the mother.
 Boys and girls shape their identity based on their mother since they see
themselves biologically identical to them
 Boys on the other hand since they are biologically different they construct
their identity in contrast to their mother

7. 2. Symbolic Interactionism
(George Herert Mead)
 Is based on the idea that social reality is constructed in each human
interaction through the use of symbols –b words, gestures and
communicating through language.
 Gender is learned through communication it is important for the
transformation of such messages
 Examples include: girls are told to “sit up straight like a lady “or boys are
told “ a gentleman opens doors for ladies”
 Girls and boys learn how to be gendered (masculine and feminine) through
words (symbols) told to them by others(interaction)

8. 3. Social Learning
(Albert Bandura)
 Based on outward motivational factors that state that if children receive
encouragement and praise for a given trait they are motivated to continue
with that particular behaviour
 Punishment or other forms of restrain on the other hand motivate them to
stop a certain behaviour
 Aggressive behaviour can be commend to boys like “boys will be boys “ or
“men don’t cry” or “ don’t act like a girl”
 Praising also encourages a given behaviour in both girls and boys

9. 4. Cognitive learning
( Kohlberg)
 Is based on external rewards and punishment
 States that children develop gender at their own age
 Children recognize their gender at around age three but only see it fixed at
ages five to seven
 This now provides children with a schema (a set of observed or spoken
rules of how interactions should take place)
 Hence they look for role models to emulate their femaleness and maleness
as they grow older.

10. 5. Standpoint Theory
(Nancy Hartsock)
 A standpoint is a viewpoint, position, a perspective , a place from which we critically
view the world around us.
 Theory is used to analyse the view point one holds based on the social location or
group one belongs to e.g. ethnic, gender, sexual orientation
 Theory states that what we know depends on where we are located within the
world ( our socio-economic level, our race, our gender, gender identity sexuality,
religion , disability etc.)

11. Gender-Based Violence and
Harassment
 Gender-based violence and harassment can also impact educational experiences.
 This issue particularly affects girls and young women, with incidents of harassment
or violence contributing to school dropout rates.
 Addressing this challenge involves implementing policies and programs that create
safe and inclusive learning environments for all students.

12. Career Choices and Gender
Stereotypes
 In addition to academic performance, gender influences career choices among
students. Societal expectations and stereotypes can steer individuals towards certain
professions based on their gender.
 Efforts to counteract these influences include career guidance programs that
promote diverse career options for all students, regardless of gender.

13. Conclusion
 Gender plays a multifaceted role in education, impacting enrolment rates, academic
performance, career choices, leadership representation, and the overall educational
experience.
 Addressing gender disparities requires a comprehensive approach that
encompasses policy changes, cultural shifts, and targeted interventions aimed at
promoting equality and inclusivity in educational settings.