Gender Equity: Equal Treatment of Masculine & Feminine Genders - Essay Sample

Gender equity is the fair treatment of feminine and masculine genders equally according to their needs. Halpern et al. (2015), notes that the treatment may be equal but different; however, the kind that is considered equivalent is in terms of rights, benefits obligations, and opportunities. In my opinion, the gains which have been seen in the math and science areas are correlated to the higher academic attainment of the male students. I believe that the co-educational settings have played a tremendous role in creating an impetus and competitive atmosphere for both male and female genders. It is for this reason that I think the female gender is not a threat to the males, and therefore I believe that segregating the males cannot be the panacea to control the females’ over-achievements. Moreover, the male gender performs well when they work together with other females while the females get inspired by the boys on their ambitions and athletics (Halpern et al., 2015). This delicate but competitive balance can only be realized when boys and girls interact, and they both gain in the process.

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I believe that schools are public entities where students from both genders can get the necessary skills and manpower needed to fulfill their educational desires. In this case, therefore, separating the classrooms according to gender or sexual identity of the students would be discriminatory and can only make learners feel far apart from each other. Moreover, according to Nelson, Palonsky, and McCarthy (2013), segregation would mean that both genders and different sexes are not sensitive to one another; this may lead to inappropriate references and uncultured treatment amongst themselves.

In my opinion, gender stereotyping will not end soon. However, I believe that an individual’s class, race, and gender influence their deviation from gender stereotypes. For instance, Nelson, Palonsky, and McCarthy (2013) noted that LGBT students reported rampant harassment and sexual assault as compared to the other class of the students. Moreover, according to Halpern et al. (2011), teachers would not be at arms to reprimand certain prejudices based on class. This would mean that transgression against a certain class of students will not be corrected, and that would make those specific students very uncomfortable in classes. Also, Halpern et al. (2011) note that White and Latino LGBT students were likely to be bullied in schools as compared to blacks. Besides, transgender sexes reported several difficulties, such as teachers referring to them by their birth names instead of their chosen names, advised to dress according to the gender they were assigned at birth, and lack of information about sexual orientation (Halpern et al., 2011). These trends show and encourage gender stereotyping in education

I believe that if schools were designed for equity, then they must not just be seen to achieve it, but rather ensure that all practices that promote inequality are eradicated. Race, gender, or class should not be a priority for any school setting. The school management must ensure that no student is vulnerable to bullying, irrespective of their race, class, or gender (Halpern et al., 2011). Moreover, teachers should take serious prejudices, especially towards hetero-gender, lesbians, and gays, to ensure that information about sexual orientation is accessible to all students without any limitations or conditions to meet. Further, heterosexual students should not be restricted or forced to use the names in their birth certificates; instead, they can be allowed to use the names that suit them depending on the gender they want to be identified with. Besides, both urban and rural schools need to have racially balanced student bodies, and no one should be subjected to the ‘language of behavior harassment.’ If these ramifications are taken into account, I believe that the school will be a very safe place for all students.

I think that neither schools nor classrooms should be segregated in terms of gender or sexual identity. Schools and classrooms should be a replica of the real society. According to Bigler and Signorella (2011), once the students leave the school, they get to the real society where people coexist, so it is better if they learn to co-exist early enough in their respective schools. Moreover, it is my understanding that the issue of gender stereotypes can only be addressed in mixed-gender schools, which is not possible in single-gender schools. However, I think that pupils or students in single-sex or gender schools are less influenced by myths of certain gender being good in some subjects; for instance, in boys’ schools, languages will be performed just like sciences, and the same is replicated in girls’ schools. Single-sex schools have fewer cliques which usually affect girls who may feel uncomfortable in becoming popular in mixed schools; also, single-sex schools enhance the thriving of the students due to low social pressure which enables pupils or students to develop, and advance at their own pace (Bigler and Signorella, 2011).

In conclusion, I believe that there would not be any benefit that is age or grade-specific. When pupils or students are taught in a classroom or school environment, the knowledge is disseminated to them all as learners. In a classroom setting, the teacher gives the information or knowledge equally; in this case, any benefit cannot be tied to the age but the understanding of the pupil or the student. Moreover, I also believe that any benefit in education is not pegged on age, but rather rely on every student’s ability to apply what is learned.

References

Bigler, R. S., & Signorella, M. L. (2011). Single-sex education: New perspectives and evidence on a continuing controversy. Sex Roles, 65(9-10), 659. Doi: 10.1007/s11199-011-0046-x

Halpern, D. F., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., ... & Martin, C. L. (2011). The pseudoscience of single-sex schooling. Science, 333(6050), 1706-1707. Doi: 10.1126/science.1205031

Nelson, J. L., Palonsky, S. B., & McCarthy, M. R. (2013). Critical issues in education: Dialogues and dialectics (8th ed.). New York, NY: McGraw-Hill.