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ERIC Number: ED374044
Record Type: RIE
Publication Date: 1994-Apr-28
Pages: 53
Abstractor: N/A
Gender Equity in Education: A Review of the Literature.
Lucidi, Alison Danielle
This document reviews literature on gender equity in U.S. schools. The paper reports that there is an unconscious ignorance on the growing achievement gap between male and female students. Young women in the United States today still are not participating equally in the education system. A 1992 report found that girls do not receive equitable amounts of teacher attention and that they are less apt than boys to see themselves reflected in the materials they study. The problem seems archaic, but the idealized family of a working father and homemaking mother is a reality in only 6 percent of U.S. households now. As technological advances allow businesses to reduce the number of hours employees work and the number of employees required to do a job, two incomes will usually be necessary to provide basic necessities. By the year 2000, 88.5 percent of new entrants to the work force will be women and minorities. Equity in education must be achieved for the United States to compete effectively in the global marketplace. Many curriculums, which are seen as the central message-giving instrument of schools, are often guilty of ignoring the importance of gender equality in education. Strong messages are being sent to boys and girls about what is important, valued, and acceptable in terms of sex role stereotypes. A 1984 study concluded that females are less likely to be studied in history and read about in literature, mathematics and science problems are more likely to be framed in male stereotypic terms, and illustrations in most texts depict a world populated and shaped mostly by males. A 1982 study suggested that the worst effects of a sex stereotyped curriculum has been to make children, especially boys, feel that sex discrimination is a natural process that everybody follows. Another study reports that girls are the only group who enter school scoring ahead, and 12 years later leave school scoring behind. (DK)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A