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[2] [5] This helps to distinguish the specific effects of women's education from the benefits of education in general. Note that some studies, particularly older ones, do simply look at women's total education levels. [3] One way to measure education levels is to look at what percentage of each gender graduates from each stage of school.
Classroom interactions can also have unseen consequences. Because gender is something we learn, day-to-day interactions shape our understandings of how to do gender. [53] Teachers and staff in an elementary may reinforce certain gender roles without thinking. Their communicative interactions may also single out other students.
It is possible to integrate school-related gender-based violence (SRGBV) prevention into the curriculum for children of all school-going ages. Topics include comprehensive sexuality education (CSE), life skills education, civics education and targeted approaches on managing aggression, developing bystander skills, forming healthy relationships ...
At the same time, the curriculum and related teachers, syllabus, textbooks and teaching methods lack gender awareness, or exist gender bias, which has far more adverse effects for girls than boys. In many African countries, it is still to strengthen the society's perception of women's family life, and to hide the prejudice that women's ...
Femininity (also called womanliness) is a set of attributes, behaviors, and roles generally associated with women and girls. Femininity can be understood as socially constructed , [ 1 ] [ 2 ] and there is also some evidence that some behaviors considered feminine are influenced by both cultural factors and biological factors.
Another theory of gender socialization, discussed by Susan McHale, is that the gender roles and attitudes of older siblings can impact the gender roles adopted by younger children. Throughout the findings of McHale's study, it is maintained that parents still have the most familial influence on childhood socialization.
These gender-specific evaluations from teachers are implicit; usually the teachers have no idea that they are favoring one gender over the other until they are shown concrete evidence, such as a video recording of their classroom. However, even though the discrimination is implicit, it still has negative effects on both male and female students ...
Parents with traditional beliefs about gender roles and who treat girls and boys unequally can reinforce stereotypes about gender and ability in STEM. Parents can also have a strong influence on girls' STEM participation and learning achievement through the family values, environment, experiences, and encouragement that they provide.