Gender and Education

Running head: GENDER AND EDUCATION
Gender and Education
Name of the Student
Name of the University
Author Note

1GENDER AND EDUCATION
The society is surrounded by the gender lore from the early ages. It is always present
in the humor, conflicts and conversations and is always used to describe everything from the
food preference to driving style. The gender is fixed so intensively in the institutions, desires,
actions and in the beliefs of the people in the society that it is appeared as completely natural
to the society. The gender lore is one of the most important factors that effects the system of
the society, which leads to the problems like illiteracy and unemployment of the girls in the
society. The roots for the social constructive movement in the psychology are related with the
critique of the objectivism that is assumed by the empiricist/positivist concepts of the
knowledge (). The common differences that are made between the boys and girls in the
school are that the boys should be more active than the girls in the physical activities and the
by some tokens they must be less restless than the girls. Boys are more prone than the girls to
rely on the physical aggression than the girls when are frustrated ().
The gender stereotyping is stated as the way of describing a particular man or woman
on the basis of the particular attribute, role or characteristics due to the reason of his or her
membership in the social groups of men or women. It becomes wrongful when it leads to the
violation of the right of the human and the basic freedoms of a particular person. In a school
environment, they can affect a student’s classroom academic performance, experience, well-
being and subject choice. Even though, after many decades of the feminist reforms in the
school the long-term and widespread institutions of the bullying policies and the sexual
harassment and victory of the females in the gender wars (Francis and Skelton, 2005).
According to (Ellis 2011), being in the same class, having the same textbook, and paying
attention to the same teacher, the boys and girls receive very different knowledge. Gender
inequality is not continuing exclusively to control over material resources and differential
access.

2GENDER AND EDUCATION
The girls are noticing the gender partiality from a very young age, with one out of ten
girls in the primary schools are not happy of being a girl. It is very important to understand
the process of construction of the gender, if the school and system work together for the
equality of the experiences of the education for both the boys and girls. The dominant
concepts of femininity and masculinity describes the females and males as different by
pointing out their differences and providing them with unequal status, power and value. Some
of these dominant approach limits, in various ways, expectations of girls’ and boys’
participation and post-school outcomes. The way the girls and the boys make their own idea
of what it means to be masculine or feminine and how it changes with time. The area of
gender inequalities has changed much with the time. Generally, the student is gendered
divide when it comes to level of responsibilities, according to (Lewis 2001; Romi, Lewis and
Katz 2009) the males are reported to have low social or personal responsibilities than girls.
Many of the literature on the children on the adolescents and the children have different
performance between the boys and the girls. The achievement in the secondary and
elementary school is compared with the educational level that a student attains including the
completion of the high school, college completion, graduate and admission in the
postsecondary education.
This paper talks about the gender binary conception of the educational achievements
and the gender only that are very easily mend for the individuating of the neo liberal topics of
the educational consistency and the equalities and how the issue of the accomplishment in
school that are related to the problems in the class and gender. It is stated that the gender and
accomplishment debate fuels a seductive postfeminist discourse of possibilities, girl power
and options with critical reach, where girls' educational performance is used as evidence that
individual success is attainable and educational policies are working in contexts of
globalization, marketization and economic insecurity. Even though, the assumption that the