L5 Education And Gender Inequality PDF

SOCIETY, FAMILY AND INCLUSIVE SCHOOL Course 2024-2025. Professor: Fatmanil Doner Lesson 5: Education and Gender Inequalities Expected learning outcomes of this lesson: LOS 1. To know the relationship of the school with society through sociological concepts identifying: b) The fundamental types o...

SOCIETY, FAMILY AND INCLUSIVE SCHOOL Course 2024-2025. Professor: Fatmanil Doner Lesson 5: Education and Gender Inequalities Expected learning outcomes of this lesson: LOS 1. To know the relationship of the school with society through sociological concepts identifying: b) The fundamental types of social inequality (social class, gender and ethnic culture) that the school fights and reproduces. LOS3. Understand how the relationship between school and society in each historical moment supposes: b) A different way of approaching the issue of social inequalities, both as a social reality and because of its impact on education. Key concepts of this lesson: Gender and sex Gender roles and stereotypes Social inequality by gender Gender and education inequality Intersectionality Gender stereotypes and education Watch the video and answer: https://www.youtube.com/watch?v=nrZ21nD9I- 0&ab_channel=EuropeanInstituteforGenderEquality - What are gender roles and stereotypes? Traditional ideas about what boys and girls can or should do. They are not always obvious but stereotypes are everywhere. - How do they affect education? They influence us when choosing subjects at school. For instance, girls are expected to be good at arts and humanities, while boys are led towards maths and science. When we encounter the same stereotypes again and again, they begin to feel natural and to shape our preferences and career paths. Choice of university degrees at the UPNA according to student sex 100 13 14 90 19 20 22 22 24 80 38 41 46 50 56 51 70 57 59 61 62 64 64 65 70 72 73 60 78 87 91 50 87 86 40 81 80 78 78 76 30 62 59 54 50 44 49 20 43 41 39 38 36 36 35 30 28 27 10 22 13 9 0 … … … - What is the ica nproportion i c nico ti c i al e for a a s os ón ra l t thei UPNA í a das a a s os sa whole? pi a d e l i os ho ria gí a n y de i as i ca cia l rí a nti l N A n a c u m a e n a ar ec a lo ió n nc éd o e fa P ó á á r a R o ic r a r y tr e c e cá rm ust e D nic io con A pl mp um ote ria ent De r Pri m cno ra c cci ó Ci e om jo S fe rm In a l U - Fromy1Ele to c M25, M where fo d isd early í a ño a In s In nc i a om l M e u dchildhood E ía e E education? g o i s H Fi s ent Al im a i e ón i ot ini Di r st e a Bi aba E n ci ón T ot r a nie i se e rí gí a i e l e c de o ol i ón cur d s i m t os a c B dm y er í Tr ca - What r i c is the position efor ct Inge en D ge n ol o i C T e aearlyy childhood c i So recc y Re education o a l c and Ed u c for Aprimary ió n ge education? n i Ed u lE é n d r i i gr odu n l en ra c I n en - Which ei r ía n ie two careers rí a I n n Te c gí a have s nta the highest e n y D a le proportion r s i e A rí a y P r of t r o menionand e c a i s which two have in t str o the e o s s m ae e n highest ge ol al im ci ó abo e n e so ae a In g I n proportion ie r ía c Te Ag n r o of women? st r a s L I n g c M t ern A d n M en ni one e n Pro In o e - Which Indegree g í a do e rí you think n ie a m has i A d e la ci an oequal ad ón d e proportion ra Graof men and women? d o d ei r e n R r G ci e G le - Do you think In g e n Inthere g are any other o b l e factors n o va affecting D o bl obthe choice of higher education? D D In % Hombres % Mujeres Source: https://www.unavarra.es/portal-transparencia Choice of university degrees in Spain according to student class origin Roles and stereotypes Gender stereotypes are the set of ideas, representations, opinions or images used to explain men's and women's behavior. Gender stereotypes define a person's role based on their sex and, in doing so, are setting social goals and expectations for both men and women. In this way they mark a different evolution and development from childhood which could lead to situations of inequality and discrimination. Gender stereotypes - They steer us in different directions while we grow up. - They influence the choice of subjects at school: girls are expected to be good at arts and humanities, whereas boys are led towards maths and science. - When we come across the same stereotypes again and again, they begin to feel natural (performativity) and to shape our preferences and career paths. - More men go into better paid jobs in the Science, Technology, Engineering and Mathematics (STEM) field, while women tend to choose teaching and social work professions. -Common streotypes associate high-level intellectual ability with men than women. (briliance, genius, etc.) -These streotypes discourage women’s pursuit of many prestigous careers and they are underrepresented in fields whose members cherish briliance. (Physics, philosophy, etc.) -6- year-old girls are less likely than boys to believe that members of their gender are «really, really smart» https://www.science.org/doi/10.1126/science.aah6524 -Games: children choose toys, games and roles traditionally associated with their genders: trucks and playing war for the boys, dolls and playing nurse for the girls. (construct their world views and create models)  Sex and Gender Gender refers to the characteristics of women, men, girls and boys that are socially constructed. This includes norms, behaviors and roles associated with being a woman, man, girl or boy, as well as relationships with each other. As a social construct, gender varies from society to society and can change over time. Gender is hierarchical and produces inequalities that intersect with other social and economic inequalities. Gender-based discrimination intersects with other factors of discrimination, such as ethnicity, socioeconomic status, disability, age, geographic location, gender identity and sexual orientation, among others. This is referred to as intersectionality.  Sex and Gender Gender interacts with but is different from sex, which refers to the different biological and physiological characteristics of females, males and intersex persons, such as chromosomes, hormones and reproductive organs. Gender and sex are related to but different from gender identity. Gender identity refers to a person’s deeply felt, internal and individual experience of gender, which may or may not correspond to the person’s physiology or designated sex at birth. https://www.who.int/health-topics/gender#tab=tab_1  Gender socialization The society establishes a correspondence between each sex and a gender identity in the socialization process: Women - femininity Males – Masculinity Agencies such as family, school, peer groups and social media transmit the norms boys and girls are expected to perform based on gender identity corresponding to each sex. Gender performativity is a term first used by the feminist philosopher Judith Butler. She argues that being born male or female does not determine behavior. Instead, people learn to behave in particular ways to fit into society. The idea of gender is an act, or performance.  Gender and education The school has historically collaborated in the reproduction of patriarchy (socially organized domination of men over women) by denying it any education that was not oriented to its subordinate role as mother and wife. During the 19th century the schooling of women was gradually extended, although in many cases the curriculum is oriented towards the same role.  Gender and education Gender inequality in education comes in many forms. Two of the most important are unequal attainment (reflecting gender differentiated enrollment and completion rates) and unequal distributions within educational institutions (most notably by field of study).  Two significant developments warrant special attention. First, the male–female enrollment and completion gaps in primary, secondary, and tertiary (higher) educational levels have been shrinking (becoming smaller) and have reversed in almost all Western societies since the middle of the twentieth century. Second, segregation across fields of study has persisted and has even strengthened in some societies. Access to education helps equalize the career and life opportunities of women and men, while segregation increases economic inequalities by supporting women’s concentration in lower-paying occupational fields. Oct 28, 2024 Practice ( in groups of 5) 1- Watch the video: (Rachel Bailey Jones) https://www.youtube.com/watch?v=oNRclFZR5k4 2- Discuss in your group following questions: a) Why does Rachel Bailey Jones claim that “education is political”? Do you agree? Why/ Why not? b) “Everything is coming together, while everything is falling apart”. Why does she use this quote? c) What are gender inclusive strategies? Can you give examples different than the examples given in the video? d) In Spain, to what extent are student involved in non-stereotypical extra-curricular activities to support gender equality? 3- Class discussion Explain in the corresponding section of Tareas the meaning of “gender stereotypes” and give two examples. (Individual task) 4-Deadline: Today at 22.30  Gender and education Female schooling can adopt three models. Segregated: physical and curricular separation of the sexes. Mixed: spatial unification with a differentiated hidden curriculum that transmits cultural stereotypes that reproduce gender inequality. Coeducational: aims to eliminate this hidden curriculum. What is coeducation? It is the method of educational intervention based on the principle of gender equality and non-discrimination on the basis of sex. It aims to achieve the elimination of power relations of one sex over the other. It incorporates under equal conditions the realities and history of women and men, making visible the contribution of both in the scientific, cultural and political fields. It aims to achieve equality and, at the same time, recognize gender differences. https://schooltoschool.es/wp-content/uploads/GUIDE_General-ideas-about- coeducation_ENG.pdf Article: Why Spain needs more feminism in the classroom https://www.thelocal.es/20190311/why-spain-needs-more-feminism-in-the-classroom 1) At what stage of life do gender roles and stereotypes begin and what are their consequences? 2) According to the article, what is the situation of sexism at schools in Spain? Why? 3) Why does coeducation matter? 4) List at least six examples of gender roles and stereotypes. Intersectionality https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersect ionality/transcript?referrer=playlist-10_great_talks_to_celebrate_bl Short: https://www.youtube.com/watch?v=O1islM0ytkE https://www.youtube.com/watch?v=JRci2V8PxW4 Kimberlé Crenshaw What is intersectionality? What are “frames” and what happens to them in terms of inequalities? Intersectionality Intersectionality is a theoretical framework for understanding how aspects of a person's social and political identities (gender, sex, ethnicity, race, class, sexuality, religion, disability, physical appearance, height, etc.) combine to create different modes of discrimination and privilege. Intersectionality identifies advantages and disadvantages that are felt by people due to a combination of factors. These overlapping social identities may be both empowering and oppressing. Intersectionality Teachers and Gender (Using administrative data from Greece, 2023, 400 teachers, 21 high schools, 8 years) There are pro-girl and pro-boy teachers. Gender biases seem to be deeply rooted in teachers’ grading behaviors. Only 15% of teachers are gender-neutral. Students are assigned to teachers who have different levels of gender-bias across different subjects. For instance, a student may have a pro-girl teacher in history, a pro-boy teacher in physics, and a gender-neutral teacher in chemistry. Teachers who show gender-biased behaviour in one class demonstrate the same behaviour in their other classes in the same or other academic years. Girls do significantly worse the next year when they were exposed to a pro-boy teacher in that subject in the previous grade. Gender biases in early high school have long-term effects on the likelihood of enrolling in a postsecondary institution and the quality of enrolled university degree. Girls they are less likely to enroll in university and for higher quality degrees when exposed to more pro-boy teachers in grade 11, and the same is true for boys with more pro-girl teachers. Gender-neutral teachers are higher quality than pro-boy and pro-girl teachers. https://cepr.org/voxeu/columns/teacher-gender-biases-exist-and-have-long-term- effects#:~:text=Thus%2C%20students%20are%20assigned%20to,gender%2Dneutral%20teacher%20in%20chemistry.