How Our Education System Undermines Gender Equity

from Brookings

There are well-documented achievement and opportunity gaps by income and race/ethnicity. K-12 accountability policies often have a stated goal of reducing or eliminating those gaps, though with questionable effectiveness. Those same accountability policies require reporting academic proficiency by gender, but there are no explicit goals of reducing gender gaps and no “hard accountability” sanctions tied to gender-subgroup performance. We could ask, “Should gender be included more strongly in accountability policies?”

In this post, I’ll explain why I don’t think accountability policy interventions would produce real gender equity in the current system—a system that largely relies on existing state standardized tests of math and English language arts to gauge equity. I’ll argue that although much of the recent research on gender equity from kindergarten through postgraduate education uses math or STEM parity as a measure of equity, the overall picture related to gender equity is of an education system that devalues young women’s contributions and underestimates young women’s intellectual abilities more broadly.

More here.

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5 Responses to How Our Education System Undermines Gender Equity

  1. Jessica Williams May 3, 2018 at 1:01 pm #

    This was a very interesting read,and I agree with the author in the sense that we as a society need to dismantle this way of thinking, not only with gender, but with race as well. The author states that young girls believe that they are less than their male peers, which affects test scores as they get older. Part of this is because of the stereotypes that teachers impose on girls as well, as the teacher who provided the test scores for the author also displayed this way of thinking, as she stated: ” The girls can do just as well as the boys if they work hard enough,” which insinuates that girls are less academically talented as boys, especially in STEM-related subjects.

    While the author expresses the importance of dismantling the racial and gender-based stereotypes that hold back people of color and women in particular, he does not go into much detail regarding how that could be done. One way that this could be achieved is by acknowledging the systematic aspects of their oppression and actively maintaining focus on the positive attributes an individual has, rather than the negative, especially after teachers get to know an individual student.

    From previous research, I discovered an academic source that proves that the acknowledgment of positive attributes, or the celebration of differences helps with the upbringing of marginalized groups in society. The article entitled “Color Blind Ideology: Theory, Training, and Measurement Implications in Psychology,” by Helen Neville discusses a similar issue regarding race. The author details a study conducted on school children who were exposed to different teachings, and how they responded to racism as a result: “Apfelbaum. . . exposed elementary school children to one of two narratives—one promoting racial equality through a color-blind approach (‘We are all the same’) and the other endorsing a value-diversity approach (‘We appreciate and celebrate our differences’). Children who listened to the color-blind story were less likely to identify and report overt acts of racial discrimination,” (Neville). Although this is in regards to racial discrimination, this type of thinking can also assist in the dismantling of gender discrimination in school environments, as the acknowledgment of the existence of negative stereotypes can help with identifying the outward expression of said stereotypes. This would then help identify the positive aspects of an individual instead of focusing on the negatives. Because girls and women generally have more negative stereotypes imposed on them as compared to boys and men, similarly to the issue with blacks and whites, actively refusing to promote these stereotypes through action and careful consideration and thinking would train the minds of teachers and other authority figures to highlight the positive traits associated with individuals as opposed to the negative.

  2. Grace May 4, 2018 at 5:42 pm #

    The education system has the responsibility to promote learning and equal education for students of every ethnic group, socioeconomic status, and gender throughout the United States. I personally found the article to be very interesting as it demonstrated how boys and girls are treated differently in regards to their education. In addition, the article spoke upon the difference in what is expected between girls and boys in school and how teachers believe that girls can test as well as boys on their standardized tests if they try more. One teacher who is quoted in the article initially questioned why the authors were studying gender equity in schools until she said, “’These are my student’ standardized test scores, and there are absolutely no gender differences. See, the girls can do just as well as the boys if they work hard enough.’ She gasped and continued, ‘Oh my gosh, I just did exactly what you said teachers are doing’, which is attributing girls’ success in math to hard work while attributing boys; success to innate ability”. Furthermore, the quote captures the essence of the article that little boys from a young age are instilled that they are smart, while girls do not have the same expectations. Additionally, when girls do test as well as boys their age it is assumed that they studied and earned the grade rather than their intelligence.
    As the article stated, this is a common and cultural problem throughout the educational system. I am relate to this because I have a twin brother, which made everything I did comparable with a boy my own age. From the time, we were in kindergarten I was looked at differently by our parents in an academic sense. Although my mom thought I was naturally more intelligent than my brother, when I did poorly on my entrance test for kindergarten, she put me in an all-day class, while my brother went into a half a day class at the same school. As we became older and both had our own academic strengths, I was always told that I was lazy and did not work hard enough in the fields I was not strong in. My brother leaned towards math and science classes, while I preferred English and History classes. Moreover, my brother was never told that he did not work hard enough in the classes that I excelled in and that he was average at. However, I would argue that the culture around me did not discourage girls in STEM, like the article mentions, because I a number of my friends from my high school are pursuing science careers. I personally never preferred classes evolving STEM, but I never received lower than a B-. In addition, my mom spent an equal amount of time developing both of our math skills when we were younger. I believe that the town and environment one grows up in can have a larger influence on whether girls in the STEM program are supported. For instance, I grew up in an affluent town were girls and boys were seen as academically equivalent

  3. Mark Marino May 5, 2018 at 9:37 pm #

    Gender equity has been a topic of discussion for quite some time. When many think about gender equity, they think in the work force and job wages. But, this article puts a whole new spin on this equity and that is in the educational system. Although not explored much, gender equity does have its basis in the school system. When children are young, they are thrown into a building with boys and girls and are taught letters and numbers. Sounds like a great idea until research is done to see if the school system is rigged for males to succeed over females.

    Standardized tests level out the playing field for every high school student. This is done so colleges are able to decide between students with the same or close to the same grade point average. In some ways, standardized tests are unfair to the students. You have one shot to get into the college of your choice, using exams which are written to trick students into getting the wrong answer. These tests are what deciphers a student’s future. Taking 4 hours to complete and to say the least, years to study for. Unfortunately, that is the way the system is configured. These tests also level out the playing field for students to have fairground based on school district. So, if a student lives in a less fortunate school district, they get the same opportunity to a child who lived in a very good district.

    In the article, it mentions that a group of students were given a math exam, both male and female with near identical results. Then, the teachers were asked which student they thought would outperform the rest and most of the time, they would select male students. The mathematical gap is of decent size that is in the test field. The writer says that if teachers go into the exam not putting down the females before the test, the teachers would have more care and more faith into their female student to do well on the exam. This makes sense in many ways as going into something positive will have a positive result.

  4. Christopher Karant May 7, 2018 at 4:32 pm #

    As it turns out, the gender gap in this country is not exclusive to just wages. Females face discrimination starting from elementary school and this continues into the workforce. The journalist, Joseph Cimpian, discovered that girls are underestimated as soon as school begins. Studies show that the growth in the gap between black and white math test scores was identical to that of the gender gap. Teachers tend to think boys are more mathematically able than girls who score the same test scores. This leads to his main argument that the problem does not fall within policy but it is systematic.
    Test scores show that women can perform equally, if not better than men, but are continuously underestimated. This continues through higher education. Women are less likely to enter fields that are a “boys club.” Even after a women accomplishes the same level of work as man they can be discriminated based on appearance. In these fields, women are more likely to be given service work and are given less credit than deserved for their accomplishments. The author summarizes his main argument by demanding societal change not just policy implementations. It is the job of educators to stop undermining women from a young age and view them as equal in ability to that of a young man.

  5. Steve Gravlin May 18, 2018 at 9:58 pm #

    The fact that our education system undermines gender equality is a huge problem. Through simple research you can find that men are no smarter in math than women. However, when it is constantly drilled into girls’ heads that they must work harder than men to achieve the same result because men are naturally gifted this leads to an acceptance of lesser results from the girls in the math section. Teachers are some of the first role models and authority figures for children and when the teacher in the article said “the girls can do just as well as the boys if they work hard enough,” that shows that naturally she thinks less of the girls in her class and did not even realize it until it was said out loud. When some of the most influential people, teachers, are setting that example and expecting less out of the girls in math class this leads to a gender inequality for no reason because women should be scoring equal to men.
    The real problem lies when it comes time to select a career though. These women while being just as good at math as men are being pushed away from careers like engineering due to the discrimination they will find in these fields. The less women that choose these fields the more men think they are the divine sex and that they are above women because engineering is “too hard” for women when in reality a girl that could be a great engineer is pushed away from the career path due to the obstacles she will face that have been instilled in everyone since the day they stepped foot in kindergarten. This lack of gender equality in certain careers causes less qualified people to be in the workforce. If we stopped underestimating and discriminating against women their entire life, they could achieve just as much as men, if not more, in male dominant fields and this would cause the whole field’s production to increase.

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