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Gender Differences In Education

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Gender as a phenomenon in recent times has become critical in addressing issues in education, politics, economy, philosophy, literature, and there is no subject today without a specific mention to gender. Akujobi (2009) citing Showalter (1989) considered gender ‘as a crucial determinant in the production, circulation and consumption of literacy discourse’ (p. 2458). Forster (1999) conceptualised gender as a social process and an ever-shifting, historical and culturally-contextualized set of social practices that are constituted on manifold levels of social organizations. This means that in everyday social practices, there is a link between the social structure and the production and construction of gender. In contrast, Crawford (1998) suggested …show more content…

Gender analysis in studies such as this, therefore, sheds light on hidden male female dynamics of inherent beliefs and attitudes about children with disabilities. Identifying gender- specific cognitions in inclusive education has a far reaching implication for the development of range of acceptable strategies for dealing with the education of children with autism in inclusive education setting. Again, understanding gender issues make the realities of the male and female teachers’ reactions to issues of disability clearer and uncover the dynamics of decision making about the education of children with disabilities in regular schools more meaningful. Finally, examining gender differences systematically and consistently affects the actions of education authorities in their decision making and how these decision are …show more content…

The 1992 republican constitution of Ghana became the main legislative instrument that paved the way for the promotion of inclusive education. Article 25(a) of the constitution states: ‘All persons shall have the right to equal educational opportunities and facilities and with the view to achieving the full realization of this right, basic education shall be free, compulsory and available’ (Republic of Ghana, 1992). Other provisions included The Children’s Act (560) of 1998, the Disability Act (715), (2006) and The Education Act (788),

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However, she points out that in order to achieve a womanly sagehood, women should be diligent in doing housework. She claims, “‘A woman shall have nothing to do with public affairs [yet] she discards her silkworms and weaving [for this] (835).’” Thus, even though individual female writers could get recognized with their works and discuss social issues through their writings, female-authored instructional texts reinforce gender stereotypes and exaggerate gender

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Over time, the period saw a general upsurge in literacy rates. For example in France between 1680 -1780 literacy rose from 29% to 47% for men and from 14% to 27% for women. These figures can be interpreted as evidence of a lack of opportunity for women to become literate and this essay argues that gender difference was caused by the social restrictions placed on women within a largely patriarchal society. It suggests that printing did not necessarily have the same impact for women as it did for their male counterparts.

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Science and speculative fiction (SF) have the ability to create unimaginable realities filled with unfamiliar worlds with magical technologies and advanced alien races. Both science and speculative fiction are difficult to define. The only thing typical about the SF genre is its rather atypical nature. Storyworlds presented by the genre tend to challenge our normative values and views. One shift the genre facilitates is the subversion of normative gender roles.

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More specifically, gender’s role on women and their positions in the world. Being a young woman, I fall into the intended audience of the book. The rhetoric in the book appeals to the young girls around the same age of the main character

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Within modern day society males and females are given the same educational opportunities, the way in which these opportunities are taken is what determines how males and females ought to be treated and thought of by society. Throughout the last century, there has been the identification of superior intellectual levels between males and females, these levels of intelligence are connected to prestige, gender identification and academic success. In “Mind Over Muscle” by David Brooks, the age of information has incorporated the intellectual difference between the sexes by displaying women as more academically efficient than their male counterpart. Throughout history women have been view by society, well by men, as incompetent, uneducated individuals

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She also discuss the key differences in terms of gender versus sex as people identify their gender while they are born as a certain sex. Yet another difference that is discussed is between the ideas of constructivist versus essentialist views. Essentialists focus that on a basic level men and women are different, in contrast constructionists believe that men and women are only different because of characteristics that are developed. The author describes how this can become controversial as some feminists believe that we should celebrate the difference between women and men while other feminists and most gender critics believe that we are all the same fundamentally and that, that should be the focus. LeBlanc then moves to discuss languages role in the feminist and gender critic discussion.

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Gender Norms of Society In the both essays, Ariel Levy’s Female Chauvinist Pigs: Women and the Rise of Raunch Culture, and Jayme Poisson’s “Parents Keep Child’s Gender Secret”, the authors have a common theme that centralizes the argument of their work. The pinnacle of their writing consist of an idea known as identity. This idea is spread across their works when they both talk about gender norms and how they should be or are being broken in current times. Both authors seem to stand for idea of a genderless society whether figuratively through Levy’s works or literally through Poisson’s essay.

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In the middle 20th century, women and men were very different from today. The men were expected to do things that the women could not do. In Alice Munro’s story ̎ Boys and Girls ̎, the author shows the gender roles and expectations of the male and female characters. Munro shows the difference of the gender’s expected work. Also, she describes the communication between the narrator and the parents.

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Gender and Mastery Orientation Because girls are more mastery oriented, the shift to a more competitive environment may be detrimental to girls (Shim et al., 2008). Tang and Neber (2008) concluded that while academically gifted female chemistry students reported higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys, an issue mirrored in studies of gifted female students’ math abilities (Spelke, 2005; Gallagher, DeLisi, Holst, McGillicuddy-DeLisi, Morely, & Cahalan, 2000). Social Variables and Gender Linnenbrink and Pintrch (2002b) argue that numerous social variables such as a sense of belonging, the endorsement of social responsibility goals, the desire to be accepted by peer

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Many critics agree on one fact about Canadian author Alice Munro: one of her most notable qualities in regards to her work is the distinct use of realism in her writing. Her writing provides a strong sense of familiarity to the reader, while also containing stronger metaphorical meanings that one can note when they begin to closely look at her work. Her short story “Boys and Girls” portrays the socialization of a young girl, once very close to her father and unaware of any sort of gender bias within her society, into a young woman with a pessimistic view of femininity and her expected position in society. This story shows the socialization process in a way that makes it easy to recognize, illustrating circumstances that the reader can notice the blatant sexism and misogyny; however, its portrayal is extremely realistic, allowing the reader to recall how oblivious they may have been in the past during times that they have been impacted by social biases in our world. Critics of Munro typically agree on her overall theme of femininity and coming of age in her writings; “Boys and Girls” emphasizes the ways in which young girls are socialized into a seemingly natural understanding of the sexist expectations and gender roles.

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Feminist Criticism allows to understand the meaning and importance of literature when relating to the male-female power

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Who are you? Do you define yourself as man or woman? How do you know? Born biologically male/female, do you know how to behave in a masculine/feminine way? Of course you do!

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11. Cultural Bias and Rigid Gender Roles Cultural Bias is frequently encountered by girls with disabilities in accessing education. Male children are given preferential treatment and allocation of resources and opportunities to male children at the expense of their sisters. In most of the societies, education is deemed less important for girls, who are expected to become wives and mothers. Boys, destined to become breadwinners, are given priority in schooling.

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At first glance gender difference in math cognitively may seem unexciting, however its study is necessary for anyone wishing to intellectually advance beyond their childhood. Remarkably gender difference in math cognitively is indispensable to humans today, it is important to remember that ‘most people at one point have struggled with math. Mathematics in many classrooms is based on rote and memorization skills. A classroom that can accommodate gender differences while considering individual styles and behaviors would overall have better learning results (Geist 2008). Certain theories about different gender abilities of girls and boys when it comes to mathematics have been made.

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The guiding principle in inclusive education is that all learners have a right to learn in mainstream schools. Zimbabwe is a signatory to the Salamanca statement and framework for action on special needs education and other inclusive education related international charters and conversions (Mpofu 2007; Musengi 2010; Chireshe 2011). Although Zimbabwe does not have an inclusive education specific policy, it has inclusive education related policies like the Education Act of 1996 and the Zimbabwe Disabled Persons Act of 1996 which advocates for non-discrimination of people with disabilities in Zimbabwe

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