Piaget's Theory Of Gender Discrimination

attaining girls did not put themselves forward to answer questions. Nonetheless, if a boy is low attaining he is stereotyped as a behavioral troublemaker.

There are also studies which have also shown that when girls performed academically better than boys, a strong link was made to their background at home. For example, the kind of schools they attended from a young age, with whom they lived, and their parents’ occupation. Therefore, gender discrimination among school children needs closer investigation. Therefore, in the light of the above findings, it is important to understand ‘how discrimination and feelings of belongingness among children affects gender category in school? Performance in the class is yet another criterion used to discriminate

Therefore, for him cognition is seen as more democratic than the mainstream researchers have thought of it as a central processing mechanism in the human brain that can be reflected mathematically. Similarly, the term mastery is also created by the culture and the society in which one lives. Walkerdine et al., (1989) argued that female teachers evaluate girls as less clever than boys, as they feel that girls lack the spontaneity and flair that boys have, which the teachers consider as the true ability. Therefore, the mini scientist, like in the Piaget’s theory (1957) of cognitive development, is the boy who is seen as more discovering, active and problem solver. These views, from Walkerdine et al. (1989) study, were maintained even when the girls outperformed boys in his

One of the classic works on tracking was done by Oakes (1985). In his study, the students are grouped on the basis of their academic ability into more homogeneous groups. The teacher expects more from the groups which are considered to be better and stronger. The students in the higher track are usually the ones who belong to the privileged group and those in the lower track were the minority students who were from the underprivileged groups. A wide literature has explored how teachers ' expectations of student’s performance might influence achievement and classroom behavior (Braun, 1987). One of the classic works on this has come from Rosenthal and Jacobson 's (1968) study which showed that students whose teachers were made to believe about the performance of the students lead to an "academic growth spurt" in students. These students performed better at the end of the year, despite the fact that these students were randomly assigned as high performers or low