Gender-Disparity-in-Education- pptx

G EN D ER A N D ED UCATIO N
Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
U N IT III

G EN D ER D ISPA RITY IN
ED UCATIO N

PSYCH O A N A LYTICA L TH EO RY
SO CIA L LEA RN IN G TH EO RY
CO G N ITIVE D EVELO PM EN T TH EO RY

Sigmund Freud

Freud, emphasizes the
Psychoanalytic theory, founded by
unconscious
processes that influence gender identity.
According to psychoanalytic theorists,
gender identity development is a more
difficult process for boys because they
must separate from their primary
identification with the mother.

Boys learn to define maleness as the negation of the feminine

The psychoanalytic approach was founded by Sigmund Freud, but
its application to gender socialization was more fully outlined in the
late 1970s by Nancy Chodorow.

Nancy J. Chodorow
Professor, University of California
Psychoanalytic theory and clinical methods
Psychoanalysis
Gender and sexuality
Psychoanalytic sociology and anthropology
Feminist theory and methods

For Chodorow, the key factor in the development of gender identity is
the role of the mother as the primary caregiver, because children spend
more time with mothers than fathers.

Chodorow argues, their first identification is with the feminine.
Eventually, however, children need to develop a sense of themselves as
separate, as individual identities.
For girls, the process is easier because by identifying with the mother
she has already learned how to be female.

Boys however, in developing a male gender identity, must first reject
their identification with the feminine. “Because the boy knows most
intimately what is feminine, In the process of separation, boys often
learn to devalue femininity.

Psychoanalytic Psychoanalytic theory differs from both social learning and
cognitive developmental theories in two important respects; it isn’t a
learning theory, and it suggests that some aspects of gender identity result
from unconscious psychological processes, rather than more conscious
processes such as modeling or actively seeking information consistent with
schemas.

The psychoanalytic theory, like other socialization theories, has not
escaped criticism. Gender scholars argue that it’s difficult to verify
empirically, that it reinforces gender stereotypes – that women seek
connection, whereas men prefer separation, and that it places too much
emphasis on the unconscious.

Social learning theory, most closely associated with the work
of psychologist Albert Bandura

According to this perspective, children are reinforced – both positively and
negatively – for gender appropriate and inappropriate behavior. A young boy
playing with dolls, for example, might be ignored by his father; the lack of
attention serves as a negative reinforcement, so that the boy eventually stops
playing with dolls altogether. Or, parents might hug a young girl who cries –
the hug serving as a positive reinforcement – thereby increasing the
likelihood the girl will cry again in the future.

In this way, the theory suggests, boys and girls learn which behaviors are
expected of them. Boys learn that playing with dolls is ‘inappropriate’; girls
learn that expressing emotion is consistent with being female.

Social learning theory also suggests that children learn by observing and
imitating the behavior of same-sex adults. A young girl learns what it means to
be female by observing her mother, whereas a boy learns what it means to be
male by observing his father.

CO G N ITIVE D EVELO PM EN T TH EO RY
Kohlberg’s cognitive developmental theory
Gender schema theory

KO HLB E RG ’S C O G N ITIVE
D E VE LO P M E N TA L THE O RY
Lawrence Kohlberg, best known for his theory of moral development, was
one of the first to apply theories of cognitive development to gender
identity. Specifically, he argued that “children’s views of appropriate
gender roles, change as they grow older, reflecting their changing cognitive
development”.

K O H L B E R G ’ S C O G N I T I V E D E V E L O P M E N TAL T H E O R Y
Kohlberg believed that once children develop gender constancy – the
recognition of themselves as male or female and the stable, unchanging
nature of their gender – they become more motivated to demonstrate
gender appropriate behavior.

K O H L B E R G ’ S C O G N I T I V E D E V E L O P M E N TAL T H E O RY
Critics of Kohlberg’s theory pointed to contradictory evidence – the fact that
children demonstrate gender-typed behavior as young as two or three years of
age, long before they develop gender constancy – to discredit his theory.

G E N D E R S C HE M A THE O RY
Critics Gender schema theory, proposed by Sandra Bem,

Gender Segregation: One of the most consistent findings in gender
socialization research is that children, beginning by age three, choose to
play with same-sex peers. The self-selected segregation is not influenced
by adults, occurs in different cultures, lasts until adolescence, and is
accompanied by rigid definitions of gender appropriate behavior and roles.

According to Bem, in cultures where distinctions between men
and women are emphasized, children learn to use gender as a way
to process information about the world. The cognitive structures,
or gender schemas, help children organize information, and
maintain a sense of consistency and predictability.

Critics For Bem, two characteristics of gender schemas are particularly
noteworthy. She argues that gender schemas tend to be polarized, so that
children believe “what is acceptable and appropriate for females is not
acceptable or appropriate for males (and vice versa)” And secondly, gender
schemas tend to be androcentric; that is, children internalize the message that
males and masculinity are the standard or norm, and are more highly valued
than females and femininity.

IN F RA S TRU C TU RE
School should provide equal infrastructural facilities to all the
students without any discrimination based on the gender. Special
attention must be given for students with special needs.

A D M IS S IO N TO A LL G E N D E RS
School should take care of giving admission to the students of all
categories without considering any differences based on caste or gender.
As part of inclusive policy school can take initiatives to accommodate all
types of learners including Transgenders

P RO VID IN G TE X T B O O K
Care must be taken to provide textbooks to all the students
equally without considering their gender.

S C HO LA RS HIP S
Scholarships must be provided to the needful without
considering their gender, caste, or their status in the society.

S P O RTS E Q U IP M E N TS
No discrimination in distributing / making available of the sports
equipments to the students. Sports equipments must be provided to all
the students based on their taste and interest but not based on gender

S C HO O L P RO G RA M M E S
Equal participation must be given to all the genders in all the activities in
the schools. Equal responsibilities like leadership must be given to all the
genders in school programs.

P RO M O TE E D U C ATIO N F O R G IRLS IN
RU RA L A N D RE M O TE A RE A S
In most of the remote and rural parts of our nation, there is a huge
restriction for girl children to go to school. This must be taken up as
serious issue and steps must be taken to make them accessible to
education.

M IX E D S C HO O LS
Mixed schools must be promoted to develop a healthy
relationship between all the genders. This will not only ensure
gender equality but will also helpful in developing respect for
the other gender in future.

A W A RE N E S S P RO G RA M S
Schools can arrange awareness programs for Teachers,
students as well as for the parents on gender equality
and also for the need of educating girls.

Gender-Disparity-in-Education- pptx

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