In most companies there are differences and disparities between girls and boys, women and men in the Opportunities, responsibilities, rights and benefits you receive and in the activities they carry out. Although there are differences between cultures and in the course of time, there is a common characteristic: gender relationships throughout the world are characterized by unequal relations and the imbalances between the sexes. Discrimination based on sex is one of the major problems of education. And affects boys and girls.
In some areas the educational opportunities of masculine roles are limited forcing them to work instead of going to school. These financial functions are often increased in adolescence, making them unable to complete upper secondary school.
In many parts of the world girls are often discriminated against on the basis of sex when they go to school.
The discrimination in the field of education leads to individual tragedies and finally to the progress of a company or of a nation. The status of women in a society that has a direct effect on their health.
The 54% of children all over the world are girls, while twenty-eight countries continue their schools with a ratio of nine girls with teenagers. It is a very convincing that with the growth of inequality between the sexes, the degree increases. Although the primary education has a significant degree of equality between boys and girls, share the Secondary education Tertiary and is still the considerable gap between the recording of boys and girls.
The ideology is central to almost all attempts to explain the gender gap. The notions of masculinity and femininity, ideas about the fairness of the differentiated treatment or the expectations of women and men, modernised models that different judgments about the actions of men and women, the code of conduct of men and women, women apply to children .
Studies show that children use the technology to deal with the problems in a thorough way. Take a look at the computer as this incredible tool for new things to do and the main problems to understand and really to solve a problem. The girls usually see that a type of machine is glorified.
There are studies about what happens in the computer labs and how this is a critical time for the girls to connect with the concept of the computer as a very powerful tool. A solution proposed by colleagues in the field to implement projects and to improve on the basis of community about the use of the computer for groups outside the school.
What are other ways in which gender is important in education? A spotlight for forms of trends which have just been published, begins with the obvious: the vast majority of teachers are women in the OECD. This is more pronounced in the pre-primary education and basic education, where about 8 teachers at 10 women. In the secondary education is 68% of the teachers of the lower secondary education in the TALIS countries woman, and in countries such as Estonia and the Slovak Republic is more than 80% of the teachers.
The pursuit of a better balance between men and women under the teachers could nevertheless have a positive impact. Male teachers can serve as role models, especially for those students who do not have a lot of positive male influences in their lives. Some countries are trying to increase the number of male teachers. In the United Kingdom, the Training and Development Agency (TDA) For example, a campaign was developed that is specifically aimed at the recruitment of men in the box, where the emphasis is on the rewarding nature of the education and trial courses for male candidates at elementary schools.
Gender equality does not mean that men and women should be the same, but that the odds of a person does not depend on whether they are born as a woman or man. Education can and must play a role in shaping attitudes and the transformation of behavior to improve gender equality. A world with more female computer scientists and more male teachers and health professionals? Sounds good.
Departments of education should be compulsory learning tools for gender equality has to offer to teachers who are employed, and gender prejudices should be addressed with all teachers in training. Educators should be made aware of the bias that they strengthen their students by socialization messages, unequal distribution of special education services, sexist texts and materials and unbalanced time and types of attention to boys and girls in the class. “Educational sexism is eradicated, will be more than half of our children be curtailed and their gifts lost to society.” (Sadker, 1994).
Parents can play an important role by ensuring that their children grow up with sexist beliefs and instead be empowered with the knowledge that the sexes are equal, that it is okay and is normal for women to executives and that teachers are men. The first step is that parents are aware of their own prejudices – and which are likely to exist. For example, in a study with babies, boys boys slopes crossed the skills of their baby correctly, while mothers of girls nine degrees. Both boys and girls crawled slopes the same
Difference in social background results in performance difference within an academic field. The level of performance in the middle-class differs greatly from that of the working class. Success of students depends on the income of the parents and the choice of the parents. In other words, the higher the social class of the parents, the more success fula children probably in education. Children with a lower socio-economic background probably have a lower academic status than students with a higher socio-economic background. The education system remains social selective. The higher the social class of senior parents; the better the upbringing of the child.
There are many surveys have been conducted to the content of these books to the amount of sexism visible in this educational resources. The results clearly show that gender inequality undoubtedly rampant in textbooks, some subtle sexism and some openly. To begin with, it is clear that historical texts give a distorted picture of women by unfair and inaccurate to imagine and leading female figures, instead opting for describing their sometimes less influential male counterparts. Elementary and Secondary school books are also guilty of gender prejudices. A perfect example of the dominance of men in the education is unintentional when teachers assign projects to their students. The teachers can distribute lists of acceptable topics, for example in a history lesson, from fashion to transport. The teachers give the students a choice on the subject in which they intend to carry out the project. The underlying problem with this is that girls tend to choose what topics can be considered as more “feminine”, while the boys the more “masculine” topics. Education is by nature a behavior modifier; because of the powerful position of teachers and arbitrators as examples of what appropriate actions and expectations, they must especially guard against the transfer of inappropriate or biased caught messages to their target groups.
There are significant differences of gender in boxes which are studied at the university. In general, female students are more likely to graduate with a degree in creative arts, languages and related topics, or in one of the social sciences. On the other hand, they significantly less likely to graduate in engineering and technology or in mathematical and natural sciences 14.