Do Both Male and Female Pupils Obtain Equivalent Educational Prospects at The School
Introduction
Based on observations and facts, my research would follow up on examining the level of which we are in terms of gender equality in the education systems. Paying close attention to 'Children First Academy' students ages 5-12 years old. This paper is to examine each of the genders in school and the dissimilarities that exists between girls and boys in terms of learning achievement. With an aim providing a clear look into the key gender of equality issues which schools seem to encounter today. Gender equality is less likely to happen in elementary schools because, the physical education class is part of the school curriculum and a specific lessons are told to be given. However, the big chunk of gender equality comes throughout the college years, as well as discrimination and less opportunities for females. Males are believed that they have the right strength to be in a sports team rather than a female being in a sports team. Although, some sports are feminine and only known to be practiced by females.
Demographics
Unfortunately, throughout my research I have found that it is true that there is gender differences worldwide. However, women are more motivated and essential about coaching. In 1972, over 90% of women's teams were coached by females. Regarding 1st graders, 90% of the students, both boys and girls are willing to participate in a sports team. However, as the people grow up, they build their own identity according to their interests. As the ages go up the less percentage of students who are willing to participate in a sports team. When the age group is younger the more likely they are to participate in physical exercise. 77% of young children ages 5-12 participate in free time physical activities. Educators should encourage physical education in schools more for younger kids in order to make them get used to always being in shape because not being able to exercise not only leads to obesity, but also help in the development of the young peoples bodies and muscles, reduce feelings of stress and depression, may help improve academic achievement, also improve academic behavior, and helps student concentrate and be more attentive in class.
Observations
Focusing on the significant gender impartiality issues fronting schools, key of these were recognized by various students and the physical education teacher in the schools as the concerns that schools bump into most often. Schools must deal with gender equality in elementary schools to guarantee equivalent educational prospect and running for students deprived of focusing on their sex. In order to build up this research clearly, the concerns about gender equality within the students I work with will be discussed;
§ Gender Equality in running team
§ Imbalances of genders in soccer team
This research focusses on supporting data that give a clear picture of how these issues are vital in terms of gender equality in elementary school. These are also questions to conclude the degree to which a certain equity concern is problematic to the school. In conclusion, present are selected approaches in this work that schools may successfully implement to upsurge parity.
Data Collection
The data is collected through examining and observing the key issues that have been mentioned on gender equality.
First, is the gender inequality in the running team. The running team is basically a team that consists of 40 students. The 40 students are from grades 6-9, both males and females. Students in the running team are told to run certain miles within a given time. The students are chosen according to their running achievements during class, in the first 10 minutes. However, last years running team contained of 22 females and 18 males. The school has 69% females and 31% males. I think the gender inequality is not related in that case since most of the school is females, there is no other way to have males more than females in the team. In order, to examine whether there is gender equality or gender inequality is to interview their physical education teacher (Y);
(Y): 'Making sure that girls get the same opportunity in the field of sports is very important. As a physical education teacher, I have to influence my girl in a positive way toward the path of sports. Encouraging both gender to become athletes to help better their body image, health benefits, academic performance, and reduce the risk of obesity or any other diseases that may occur from lack of physical activity. Always praising the students and make them participate to help them feel involved with their peers is also very important to help build up better students. However, regarding my running team, we have gender equality rather than gender inequality, even though my team consists of 22 girls and 18 boys.'
As stated above, both genders in the running team obtain the same gender equality, both genders have earned almost same amount of medals.
Table 1. Gender Equality In the Running Team
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YEAR 2013
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YEAR 2014
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TOTAL
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Medals earned by Males
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14
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16
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30
|
|
Medal earned by Females
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20
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19
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39
|
This clearly shows the small disparity between both genders and their achievement. Even though the running team has more females than males. The teacher is in a position were she controls all of these influences that contribute to the students achievement in the team. Having this positive energy and motivating the student will prevent the gender inequality on the running team, as well as, sports as a field and even a future career.
Second, comes the imbalances of gender inequality in soccer, this is a more general perspective since it is not something very common for a woman to be a soccer player. It is not very common in our culture. Some girls in the soccer team feel uncomfortable to participate in this game. It is known to be more men and also known to need strength and running. On the other hand, girls prefer to play more feminine sports such as volleyball, badminton, tennis, and basketball. Whereas, boys prefer to participate in tougher sports such as baseball, football and soccer. Especially, elementary school girls are becoming more sensitive to the fact that they are females so they might object becoming involved in a tough sport.
(Y): As a physical education teacher, I have to encourage my students to be involved in any kind of physical activity. Being a positive role model for my students, I motivate them by pushing them into becoming more athletic and become healthy. I address education in equality because other wise the students will no longer be motivated to do a certain task in an activity. I equalize all sports so that each and everyone will have a chance to participate in the sport and either stick to this sport until college or stop practicing.
The soccer team consists of 22 students. In the team, 8 which are females and 14 males, divided into 2 teams. Team 'A' consists of 11 students, as well as, team 'B' which also consists of 11 students, 6 on each team and 5 substitute players. Both genders are mixed into team A and B, and examined according to their achievement in the soccer lesson plan and their progress within time.
Constructing a question to all the students whether they prefer playing tennis or soccer. The number of students that were asked what they prefer were almost 100 students in total. The 100 students are, 66 of which are females and 44 males.
Table 2. Imbalances of Gender Inequality in Soccer
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GENDER
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TENNIS
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SOCCER
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MEN
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13.6%
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86.3%
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WOMEN
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80.3%
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10.6%
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The findings are that women prefer other sports rather than soccer. The females were asked to state the reason why they would prefer other sports than soccer. Some of the reasons were that they did not want to be pushed, to avoid any permanent injuries or scars. Another reason was that they did not have enough strength in their bodies as much as the males have. Also, they did not want their bodies to look muscular. Definitely agreeing with the fact that there is some imbalances among genders within this specific sports.