Gender inequalities in education.

Question

1. What are the future works in "Gender inequalities in education" ?

2. What have the authors contributed in "Gender inequalities in education" ?

3. What are the main determinants of inequalities in educational attainment?

4. What is the argument that role modeling is sex specific?

Accepted Answer

The future promises to bring more change than stability to the arena of gender inequalities in education.. Throughout this paper the authors have highlighted some important questions for future research:. In addition to research designed to answer these questions, the authors believe there are three research agendas that would prove especially useful in advancing their understanding of gender inequalities in education.. 3 ). Future research must investigate gender differences by race, ethnicity, SES and immigrant status.

Accepted Answer

This paper provided a review of the literature on gender inequalities in education from early childhood to young adulthood, focusing on educational achievement.

Accepted Answer

Resources such as financial capital, social capital, access to role models, mentors and information, individual attitudes (especially aspirations), and prior academic performance are important determinants of inequalities in educational attainment.

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Some scholars argue that role modeling is sex specific, such that girls look more to their mothers and boys more to their fathers as they develop their educational and occupational aspirations (Rosen & Aneshensel 1978).

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It is possible that merely delaying college enrollment reduces the likelihood of attending or completing college, perhaps due to a sense that one has become “too old” for college, or perhaps because serious romantic involvement is more likely as one ages (Hogan 1981).

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In 2005, male dropout rates for whites, blacks and Hispanics were 6, 12, and 26 percent respectively, compared to female dropout rates of 5% for whites, 9% for blacks, and 18% for Hispanics (NCES 2007).

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Status attainment and rational choice perspectives primarily focus on family orindividual-level explanations for variations in postsecondary enrollment.

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Farkas et al. (1990) show that teachers’ judgments of student non-cognitive characteristics are powerful determinants of course grades even when cognitive performances are controlled.

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Trzesniewski et al. (2006) demonstrate that for boys, antisocial behavior and reading difficulties go hand in hand, with antisocial behavior leading to poor reading skills and vice versa.

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On the other hand, Entwisle et al. (2007) maintain that the large13growth in the gender reading score gap between first and fifth grade among low income students is due in part to parents’ lower reading expectations of boys.

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But Buchmann & DiPrete (2006) find that while women enroll in 2-year colleges at a slightly higher rate than men, the female advantage in 2-year college attendance has little impact on their advantage in 4-year college completion.

Accepted Answer

The empirical basis for all these claims is questionable for the simple reason that parenting styles and parental expectations may be responsive to the personalities and behavior of children, and thus be consequences rather than causes of gender differences.

Accepted Answer

The matter is made even more confusing due to the different developmental trajectories of girls and boys, with girls tending to mature more quickly than boys (Tanner 1978; Gullo & Burton 1992).

Gender inequalities in education.

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Most frequently asked questions

1. What are the future works in "Gender inequalities in education" ?

2. What have the authors contributed in "Gender inequalities in education" ?

3. What are the main determinants of inequalities in educational attainment?

4. What is the argument that role modeling is sex specific?

5. What is the reason why a young person may delay college?

6. What is the gender dropout rate for whites, blacks and Hispanics?

7. What are the main perspectives on the subject of status attainment?

8. What are the main findings of Farkas et al.?

9. What does Trzesniewski et al. (2006) show?

10. Why do Entwisle et al. (2007) maintain that the gender reading gap?

11. What is the effect of the increase in women’s college attendance on their advantage in college?

12. Why is the empirical basis for all these claims questionable?

13. Why is the matter made more confusing?

Citations

Gender and Sexuality in History Education

Perceived Ideal Traits of a Mentor as Viewed By African American Students In Science, Technology, Engineering, and Mathematics

Heterogeneity in educational pathways and the health behavior of U.S. young adults

Variations in recalled familial messages about gender in relation to emerging adults’ gender, ethnic background, and current gender attitudes

An Approach for Providing LGBTI+ Education and Bridging the Language Gap: Integrating ESoPC into EFL Teacher Training

References

A Threat in the Air How Stereotypes Shape Intellectual Identity and Performance

Stereotype Threat and Women's Math Performance

The gender similarities hypothesis.

The Psychology of Sex Differences.

Inequality : a reassessment of the effect of family and schooling in America

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