Gender Equity

Gender equity in schools has received too much attention. The media and literature concentrate on how the girls are not being treated fairly. Research has looked at the areas of technology, math and science and how education has focused in solving this issue. It is less likely to see ways in which boys are being discriminated. Klenfield (1998) makes it clear that while educators have focused on avoiding discrimination against girls, boys have been the real victims of education inequality. From grades to standardized testing, males, according to Klenfield, have been neglected. Conducting a library search did not give many hits on gender inequity toward males. Obviously we need more research on the subject. We have to consider that differences in achievement might not be due to bias, but other factors such as early exposure and self esteem. We have to think if we have created the learning environment necessary to promote learning for all students regardless of their sex.

 Since the passage of title IX, which prohibits discrimination based on sex many of the sports related issues vanished. Title IX gave girls the same opportunities for extracurricular activities and thus we have seen an inclusion of girls in male sports. We need to be realistic in what a girl can physically do and where the limitations may exist. In this line we find the “contact sport” exception. Are males than equal to females? I think potential and intelligence are not measured by gender but by perseverance and use of gray matter.  

When considering the approach needed for my schools and districts, I envision an environment where there aren’t girls or boys, but only students. Males and females need to be equally challenged and equally assisted in their areas of need. Providing unisex opportunities will promote a healthier learning environment where students can interact and learn from each other. If for any reason there is an activity provided for only males, the same activity shall be provided for girls and vice versa. Creating such an environment does not yield equal male/female participation, but it allows students the opportunity to decide. Teachers should be trained to respect students’ needs by treating them as students and learners. Teachers need to understand their own values to avoid using prejudice in teaching children. All educators need to flex their minds to avoid assuming and making judgments not only gender related issues, but diversity as a whole.

The David school is not bias from the evidence seen on part one and two. It seems that students participate equally in the educational activities. The creators of the documentary, however, did not include female participation in this film to the same extent as males. Why is Jessica only explored when the narrator talks about Cody? Other girls appear not as the main characters, but as secondary characters.