Traditionally
speaking the gender gap has always referred to women discrimination in
different ways and to the limitations to access education compared to men in
the same country or cultural background.
In
this post I would like to broaden this definition according to current research
and statistics in the area, that states that gender in education gap has
switched from referring exclusively to discrimination towards girls and women
in the classroom, to a more general definition that considers the different
obstacles or difficulties that both boys and girls face in their education due
to stereotypes, cultural aspects, and/or poorly designed educational
experiences that do not consider the differences between male and female.
According
to Whitmire & McGee (2010), the model from education that concentrated in preparing
for college and that prepares for the work force is inverting the gender
inequalities in some countries, as male students are more likely not to attend
college due in part to the vocational nature of some educational systems, and
the inequalities in salaries, that allows them to secure a job soon after
graduating college when this is not the case for women.
This
means that the gender gap in education is not only given by extension of
sexism, but at the same time it is also given by stereotypes related to courses
being more suited for man or for women, practice that has lead to later
stereotypes in the working place and in the industry.
Cultural
standards are also applied in the schools and contribute to widen this gap,
assigning different responsibilities and status to women and men, and applying
those standards since early in life. In
this way both girls and boys are encouraged to take certain courses and to
follow certain career paths.
The
Institute of Education Sciences (IEC), an independent organization that works
supporting research, and providing data to support policies on education
practices, based in results of scientific evidence, has worked in conjunction
with the National Center for Education Statistics (NCES) in this area collecting
information and making analysis of the data encountered relating both, preferability
and disposition or better skills for the areas of STEM in boys and girls. The IES studies contribute to the
understanding of the situation and the consequent regulation and educational
proposals for modification of educational systems that benefit both genders
equally.
Another
organization that is working towards the recognition of the gender gap in boys
is The Ontario Ministry of Education, organization that is currently working on
developing research that leads to the further understanding of the reality of
gap gender in Canada and in other countries.
This research has also shown evidence of the realities of the
underachievement of boys in schools, and is working in conjunction with recognized
researchers to provide educators and educational institutions with the tools
required for a reform in curriculum that will address some of the difficulties
that the current system present for boys in scholar age.
Additionally,
other international and educational organizations continue to contribute in
various ways towards the elimination of said gender inequality in education,
and although most of them still concentrate in the bigger issue of women
inequality, it is thanks to these efforts that we can have a more balanced
panorama for women in terms of education.
One
of these organizations is the UNESCO, whose goals include the promotion of literacy
and literate environments. They
contribute to these objectives but raising awareness and providing data,
research and liaising with other governmental and non-governmental organizations
to provide opportunities for society to reach these goals. Although this strand of UNESCO’s policy is
not directly related to gender equality, they do work towards the achievement
of breaking gender inequality through literacy.
Part
of these efforts is the Global partnership for girls and women’s education
whose main goal is to expand and improve the quality of education available for
women around the world. The Malala Fund
is one of the projects implemented by the global partnership, and it
concentrates in projects addressing issues with educations for girls, such as
support for post-conflict areas.
Basically the found and the Global partnerships concentrates in 3
aspects of the gender gap: Broadening
the access to education for women, improving the quality and relevance of said
education and to contribute to the implementation of policies that can guaranty
the quality of education to all, but specially to women.
The
UNICEF, is also doing important work to break the gender inequality and more
specifically to ensure the education rights of girls and other vulnerable
children, such as disabled, poor, or victims of conflict. The UNICEF has
identified education, as one of those goals that once achieved will translate
into the fulfillment of other worldwide needs.
UNICEF is also aware of the reduction somehow significant of the gender
gap towards women and girls that is evident in the past 3 decades, but still
works to eliminate the still remaining obstacles women face when looking to get
educated in different countries of the world.
The
National Education Association also covers this important matter, with a
broader program aimed to the achievement gap, and all its implications. The
association provides research and tools, to comprehend the different gaps that
affect children achievement. The NEA
also provides strategies and training to teachers to help eliminate these
barriers, by creating cultural awareness, and understanding of gender inequality
and the different learning styles and needs of different genders.
The
American Federation of Teachers (AFT), aims to working towards better education
for the community, they attempt to achieve their goal through community
involvement, policy advocacy, training to teachers and political activism,
among other activities.
Although
this organization is not currently directly working toward gender equality in
education, they do work in many aspects of education and education policies
particularly in the United States, such us health education, services,
professional development and support for teaching professionals.
In
conclusion it is important to recognize the efforts of the many organizations
that have worked towards eliminating this one as well as many other
difficulties that we have faced through the recent history of education. The changed and the evolution of the gender
gap in education still face a lot of problems for education, but many of these
have been progressively being resolved thanks precisely to the influence of
this organization in policy makers, governmental organizations and more
directly in the culture and education of individuals.
Mery Tellez
Sources
Cunningham,
B. C., & Mulvaney, K. (February 2015).
Gender Differences in Science, Technology, Engineering, and Mathematics
(STEM) Interest, Credits Earned, and NAEP Performance in the 12th Grade. NCES.
Retrieved from: http://nces.ed.gov/pubs2015/2015075.pdf
OME Ontario Ministry of Education. (April, 2015). Retrieved
from: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Martino.pdf
Whitmire, R. & McGee S. (2010). The Gender Gap. Education Next, Vol. 10 (No. 2). Retrieved from http://educationnext.org/gender-gap/
UNESCO. (2011) Women’s and Girl’s Education. UNESCO.
Retrieved from http://en.unesco.org/themes/women-s-and-girls-education
Malala Fund. (2011) The World best Investment. Malala Fund. Retrieved from: https://www.malala.org/brookings-report/the-worlds-best-investment-girls-education
UNICEF. (July 23, 2015).
Girl’s education and Gender Inequality. UNICEF. Retrieved from http://www.unicef.org/education/bege_70640.html
NEA. (2011). Improve achievement for all students. NEA. Retrieved from http://www.nea.org/home/AchievementGaps.html
