Following the Wrong Footsteps :: essays papers

Following the Wrong FootstepsFor much of Public Schools history, the pedantic standards had little to do with whether or not you were a male or a female. Much of ones place workforcet in a classroom or school depended on the age or academic standing. Other issues much(prenominal) as the consolidation of schools and the Americanization of immigrants were given a higher placement of importance. The display case of sexual urge was almost taken for granted and when the issue did intrude, historically the reply was one of arbitrary response. The public was much more concerned with the schooling of their men than the equality of their children (Pollard, 1993.)As time allowed more men and more women to be schooled together, it was evident that a womans presence alone would not warrant an equally beneficial education. The school systems continue to keep up a gendered curriculum, created primarily by men in order to serve men. It is the reinforcement of the gender biases and as sumptions through their methodical distri just nowion and teaching of stereotypes and ideas that put the education of men and women on two separate levels. There is no example to follow when it comes to the equal education of children because even though they receive the same education, it is come forwardlying(prenominal) from equal. It is this along with the lack of recognition towards women who have achieved greatness both in and out of education that creates an outsider status for the female student (Lasser, 1987).The chief(prenominal) problem in attempting to accomplish gender equity is the fact that the teachers be sent off to teach children in gender equitable footing ar not trained to do so. Gender equity issues are virtually ignored in most university level education classes and some(prenominal) strategies created to decrease gender-biased classroom behavior are basically non-existent. Most efforts to repeal this problem are geared toward working teachers when th e focus needs to be on the upcoming generation of teachers presently in school (Miller, 2001). instructor Expectations and Learning EnvironmentsIn addition to poor teacher training ending stereotypes and the expectations of these teachers are what diminish a girls self-esteem 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.