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Inequality In Education By Kenneth Jost

645 Words3 Pages

Inequality In Education

We like to think that girls and boys get the same education and that they are treated the same. That gender isn't a factor to one's education.Kenneth Josts “ Single-sex education” is an article that explains the pros and cons of single-sex at schools in states that girls usually perform extremely well in this environment than boys do. Another article contradicts their belief“Gender and Learning” by Sarah Glazer they critique girls they, say girls tend not to be as successful in math and science as boys are. It looks down upon girls making them less knowledgeable in certain areas. Another similar article is “Education and gender” by Charles S. Clark. It has some of the same comments I said before their …show more content…

And girls usually tend to be more focused even when boys are around or not. This article proposes that if kids want to stay focused they should separate schools by the gender. There are no real studies that this “approach offers no real social or education benefits for girls or boys”.(Jost) Clark also agrees that schools tend to be gender bias. It talks about the concept that girls are ahead of boys and that they seem to be smarter.

Another factor that affects learning is one's self esteem. In single-sex education it is said that a single-sex school helps girls self-esteem up. Meanwhile for boys has a different effect what is seem to be more calmer. An education and gender it explains that girls feel more comfortable and more open with only girls. Girls feel more comfortable in an environment of only girls school then rather than mixed gender School.

Maybe the self-esteem has to do with something with the brain functions. Gender and learning it explains females and males have a different perspective depending on their genetics. Another article states that “girls self-esteem is vulnerable”.(Clark) there isn't one specific reason why girls tend to have lower self-esteem than boys. They're only theories and studies that conclude this

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