Following the Wrong Footsteps :: essays papers

Following the scathe FootstepsFor practically of Public Schools history, the academic standards had little to do with whether or non you were a male or a female. Much of ones placement in a classroom or school depended on the age or academic standing. Other issues such as the consolidation of schools and the Americanization of immigrants were given a higher placement of importance. The subject of sexual urge was al almost taken for given(p) and when the issue did intrude, historically the reaction was one of arbitrary response. The public was much more concerned with the development of their men than the equality of their children (Pollard, 1993.)As prison term allowed more men and more women to be schooled together, it was evident that a womans figurehead alone would non ensure an equally beneficial education. The school systems enshroud to follow a gendered curriculum, created mainly by men in revisal to serve men. It is the reinforcement of the gender biases and as sumptions through their methodical distribution and breeding of stereotypes and ideas that put the education of men and women on two separate levels. thither is no example to follow when it comes to the equal education of children because even though they receive the same education, it is far from equal. It is this along with the lack of recognition towards women who fuddle achieved greatness both in and out of education that creates an outsider positioning for the female student (Lasser, 1987).The main problem in attempting to accomplish gender equity is the fact that the teachers being sent off to teach children in gender equitable terms be not trained to do so. Gender equity issues are virtually ignored in most university level education classes and any strategies created to decrease gender-biased classroom behavior are basically non-existent. Most efforts to remove this problem are geared toward running(a) teachers when the focus needs to be on the upcoming generation o f teachers presently in school (Miller, 2001). Teacher Expectations and Learning EnvironmentsIn addition to unfortunate teacher training culture stereotypes and the expectations of these teachers are what diminish a girls conceit and confidence. This is turn continues to cheat girls out of the education they deserve (Miller, 2001). What has created this phenomenon of discrimination is not something of a natural occurrence, but one of social distortion.