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The results clearly show that gender inequality definitely runs rampant in textbooks some of the sexism subtle and some overt.To begin with, it is apparent that historical texts show a distorted view of women by portraying them unfairly and inaccurately and neglecting to mention important female figures, instead opting to describe their sometimes less influential male counterparts.Actual teaching situations are also prone to sexism.
It will also tackle what is being done to solve this problem and what can be done to remedy the situation.
The late 1960s brought on the first real indication that feminist groups were concerned with the education system in North America.
In fact, sometimes grown women are portrayed who rely on small boys (often their young sons) to help them out of difficulty. Another study pointed out an instance where Mark, of the Harper & Row ‘Mark and Janet’ series, states: ‘Just look at her. She gives up.’ Male characters said, in another story, ‘We much prefer to work with men.’ This type of material on the treatment of girls would seem to have little social or educational value, and its widespread use is difficult to understand.
(ibid, p.8)In the long run, the ideas put in students heads through textbooks, perhaps through the lack of female role models, can affect the choices they make in the future with regards to employment.
The focus of these feminist groups captured the attention of teachers, parents, and students.
At first the evidence for inequality in schooling was based on no more than specific case studies and anecdotal references to support their claims but as more people began to show concern for the situation, more conclusive research was done to show that the claims of inequality were in fact valid and definitely indicated a problem with the way that schools were educating the future adults of society.
(1997) stated that teachers generally agreed the there is a need for implementing gender-fair strategies, yet feel uncomfortable actively addressing gender issues in their classrooms.
They are often unsure how much authority they should exert in determining the content and direction of students' talk during classroom discussions.
It is important to examine all facets of this problem, but in order to fully tackle the issue one must recognize that this inequality in the workforce is rooted in what shapes future employees and employers–education.
This paper will examine the inequalities in policy, actual teaching situations, admission to post-secondary institutions, hiring, and job benefits and wages.