Diversity – Gender and education Factors such as ethnicity, economic status and gender can affect educational outcomes

Factors such(prenominal) as ethnicity, sparing status and sex activity mountain affect bringing upal outcomes (Hughes, 1991). The 1944 Education affect get ons comparability for nipperren in school. In spite of this, it has been suggested that girls persistently tend to have different knowledgeal outcomes from boys (Hughes, 1991). There argon many thickening explanations linked non only to the educational process without history but addition whollyy to neighborly influence. The management in which children create their sexual urge roles has an dissemble on the itinerary they detect themselves and others.Stereotyping mess squeeze on the way practitioners forecast children and raise lead to discriminatory commit. It is vital to c tout ensemble for the hidden course of instruction for unintentional signs of inconsistency. Knowledge of law and initiatives that protect childrens rights to an education ir complianceive of difference is of signifi female genital organce. As is the ways in which practitioners smoke promote par. Through the use of key texts and the theories of experts it is possible to comprehend the impact that grammatical gender can have on cultivation and development.In the nineteenth century characteristics such as club, race and gender were detrimental factors which decided the form of education a child received. Hughes (1991) suggests this is due to the educators role being to promise each individual would be equipped to fulfil their predetermined role. Early attempts at access to education for wholly were frowned upon by those in power, fearing that the the masses would get ideas above their station (Hughes, 1991, P. 9). Schooling for girls was considern in relation to their national role.It was also considered that girls consumeed to conserve their energy for childrearing rather than mental activity (Hughes, 1991). Upper-class males attended closed-door and independent schools, where they were moulded to be come the elite. Their sisters however, though still received an education, were taught at home. Societys chances on education differed for boys and girls at all favorable levels (Hughes, 1991). According to Charles (2002) the education system was designed to prepare children for adult life, which was gender as advantageously as class segregated.The 1944 Education stand for was centred on equality of hazard. This involved for the first time, compulsory education for all that was free until the age of fourteen. However, inequality referred heavily to class disadvantage (Charles, 2002). The political program became gendered with the view that girls would constrict on the domestic subjects while boys would practice the technical subjects (Charles, 2002). However, there has been much debate as to the soil for suggested differences in educational outcomes relating to gender.Yeo and Lovell (1998) suggest that females attain better outcomes in old education, with emphasis in litera cy and language. They take that query conducted in the 1990s suggests girls are motivated, ambitious and interested in long term education. In cable boys were seen as low in motivation, self-esteem and concentration. One suggested explanation being the introduction of equal opportunity initiatives to encourage girls to pursue subjects previously associated as male dominated. Practitioners were also encouraged to increase awareness of methods to prove girls interest in education.According to Yeo and Lovell (1998) these changes were directly influenced by the transformation in the labour market, from being male dominated to increasingly more equal. As a consequence, it seems that boys are now underachieving in school. However, Skelton and Francis (2003) suggest the make up for this apparent difference in attainment is non straightforward. According to Charles there is take the stand to suggest that this is not a new theory. Relating back to the 11+ exam, in which girls needed a higher score than boys to assimilate entry into grammar school.Skelton and Francis (2003) suggest that the view that boys are underachieving is now being challenged. They suggest the gap between boys and girls in standards of literacy, english and modern languages remains large. Nevertheless, SATs (Standardised Assessment Tests) results show that boys and girls are showing increased performance on a yearly basis (Skelton and Francis, 2003). However, it is not only a case of boys versus girls. Not all boys underachieve and not all girls are high flyers (Skelton and Francis, 2003).There are class and ethnicity influences to consider (See Appendix One). Feminist research claims that it is the way boys construct their gender roles that ultimately leads to their dissociation from subjects traditionally determined as feminine such as literacy. However, many non-feminist commentators suggest that the high proportion of female teachers at primary level is creditworthy for boys learning needs being overlooked. Their suggested solution to the gender gap is to increase the number of male primary school teachers to stomach positive role models linked with education.According to Skelton and Francis (2003) there appears to be no evidence to suggest that boys forget perceive male teachers in a positive light, or that this will impact on their achievement. It has only been since 1975 when education was included in the Sex Discrimination recreate that gender equality in schools has been highlighted (Nixon, 2005). However, the process in which children construct their gender roles is thought to be highly complex suggesting that equality between boys and girls is still being considered (Skelton and Francis, 2003).The nature, nurture debate surrounding individual differences in areas such as gender has affected equality in education (Hughes, 1991). It is fundamental to distinguish between sex and gender. According to boodle (2005) a persons sex is related their biological make up. Gross (2005) states that sex and ethnicity are viewed by some as biological factors which can determine levels of intelligence and attainment in school. However, there are milieual issues to consider with reference to socialisation leading to gender roles (Charles, 2002).Numerous surveys have suggested that boys and girls are treated differently from the day they are born (Hughes, 1991). Oakley (1972, as cited in Charles, 2002) argues that there are too many variations in gender roles for the social differences between males and females to be innate. According to Charles (2002) parenting in Britain is still gendered, with fatherhood being associated with the role of withstanding the family financially and motherhood with caring. As a consequence Hughes (1991) believes that many children have a clear understanding of what it may mean to be a boy or a girl, and the expectations which are attached to this.For example, Belotti (1975, as cited in Hughes, 1991) suggests that boys learn to suppress their emotions, a consequence of believing that it is not acceptable for boys to cry. This power over turn of values and beliefs has a direct influence on how children identify themselves and others. Siraj-Blatchford (2001, P. 96) suggests every adult and other child has the power to affect each childs behaviour, actions, interactions, learning outcomes and beliefs. Therefore, influences can come from parents, siblings, peers, educational views but also the media.This view is backed by Bronfenbrenners (1979) ecological model which shows how the environment can influence a childs development (Feinstein et al, 2004). Feinstein et al (2004) suggests education has a significant role to coquette in influencing the factors which can affect childrens attainment. Banduras (1977) social learning theory suggests that children can learn indirectly through observation and imitation of others (Walkup, 2004). Therefore, children may relate to the way others whom they ide ntify with are treated in society.In the process of developing an identity, children can distance themselves from others they compute as different to them or their group (Siraj-Blatchford, 2001). Kenway (date unknown, as cited in Bond, 2000) suggests that it is not until the age of seven that children view their gender as fixed. Younger children can believe certain activities or behaviour will dictate their gender (Bond, 2000). Siraj-Blatchford (2001) believes without challenge to this way of thinking, children may carry on believing in stereo subjects such as, only boys play football and only girls read books.If children are left to believe in negative images which they relate to their identity, they can become self-fulfilling (Siraj-Blatchford, 2001). Willan at al (2004) suggests it is the practitioners responsibility to understand and implement legislation to promote equality. The Humans Rights Act 1998 prohibits discrimination in the United Kingdom under the European Convention on Human Rights. The Children Act 1989 (2004) also emphasises the rights of children in society to equal opportunities and protection from unfair treatment through discriminatory practice (Wilan et al, 2004).Internationally, these rights are addressed by the United Nations Convention on the Rights of the Child (1989). The Education Act (1988) past extends the legal framework for equality in schools. This protection for children must be implemented appropriately to bear equality and comprehension (Wilan et al, 2004). There has been an increased awareness in gender stereotyping since the Sex Discrimination Act was updated in 1986. The guinea pig Curriculum states that practitioners should be aware of the requirements of equal opportunities legislation that covers race, gender and disability (DfEE/QCA, 1999, P31).Malik (2003) suggests that without equality of opportunity there cannot be provision of quality early childhood education. To witness that discriminatory practice does not transpire it is essential for practitioners to consider their own beliefs and values (Willan et al, 2004). In order to promote equal opportunities practitioners need to become aware of and deconstruct their own stereotypical thinking (Wilan et al, 2004). Malik (2003) suggests that stereotyping in a negative way can damage childrens perceptions of themselves and others, denying them the chance to fulfil their potential.Stereotyping can lead to preconceived notion through preconceived ideas, it is this type of attitude that that often results in discriminatory practice (Malik, 2003). Haberman (1995, as cited in Cole, 2005) suggests that practitioners can follow quint concepts order to overcome prejudice (See Appendix Two). It is through awareness of differences in people or groups that stereotyping, prejudice and discrimination can occur. However, it is also through valuing difference that inclusion and equality can be promoted (Malik, 2003).Malik (2003) suggests all children are different, not just through gender, social class or ethnicity but in every way. Individuality must be valued and encouraged. It is through developing this ethos in an educational setting that children can be taught to perceive difference as their own uniqueness but not their value (Malik, 2003). The bailiwick Curriculum details the promotion of self-esteem and emotional well-being as significant for children to value and honor themselves and others (DfEE/QCA, 1999).According to Maslow (1954, as cited in Bentham, 2002) self esteem is required before the process of learning can develop. Jean Piaget (1886-1980) states that children learn from their environment and through their own experiences (Walkrup, 2004). Therefore, the environment can be used to provide positive images of role models to children, through books, posters, equipment, role play areas, dressing up clothes and other resources. Children should be offered a wide range of activities and organisation for group activitie s by sex should be avoided (Skelton and Francis, 2003).Adults in the environment must be aware of appropriate communication to promote inclusion, but can also provide challenges to discriminatory behaviour in children by providing examples of equality. Lev Vygotsky (1896-1934) believed that children learn through social interactions, and Bruner (1983) suggests learning can be developed through scaffolding (Walkrup, 2004). Therefore, it may be useful to invite visitors into the setting, to show diversity in the community, and to promote partnerships with parents(Rice, 2005).The Centre for Studies on Inclusive Education (CSIE, 2000 as cited in Rice, 2005, P. 76) suggests that educational settings should not see diversity as a problem but as a rich resource to support the learning of all. However, practitioners should be aware of conflict between anti-discriminatory practice and the beliefs and values of the family (Hughes, 1991). According to Hughes (1991) it is important to represen t equal opportunities and inclusion in planning the curriculum to ensure that it is fully integrated.The National Curriculum states that inclusion should be implemented right across the curriculum, guaranteeing a full and rounded entitlement to learning for all children (DfEE/QCA, 1999). However, not all discrimination is intentional. The ethos of a setting can influence equality through the hidden curriculum. Policies setting out strategies and practice that reflects the aim of the setting as a whole to promote inclusion will assist in creating and equal ethos (Jones, 2004). Principles of good practice should be considered as a fundamental cyclorama of working with young children (Malik, 2003).The Key Elements of Effective Practice (KEEP) as outlined in the Primary National Strategy suggests practitioners can work with children and their families in a sensitive, positive and non-judgemental way (DfES, 2005). This can be achieved through knowledge of six areas considered key for ef fective practice (See Appendix Three). Clark et al (1990, as cited in Jones, 2004) suggests learning and growth can aspire through an interaction between policy and practice. CSIE (1999, as cited in Jones, 2004) suggests policies can be developed through six key areas (See Appendix Four).In providing children with an environment which promotes understanding, acceptance and respect for others, practitioners are creating a more tolerant and positive society for the future. Therefore, directly challenging inequalities that are prevailing today (Malik, 2003). According to Malik (2003) good practice means providing equal opportunities through applying responsibilities as a practitioner to support legislation, policy and codes of practice. The National Curriculum sets out clear guidelines for inclusion by giving all children the opportunities they need to achieve.The Foundation Stage Curriculum for three to five year olds also regards equal opportunities as highly significant (QCA, 2000) . Providing constructive gender role models at the earliest opportunity will promote positive images for children. The importance of equal opportunities is a top priority for early years education therefore it is not left to chance. Ofstead (Office for Standards in Education) is the regulatory body for early years provision, dole out and education in England. It is their duty to enforce legislation and to guarantee that children are safe well and cared for in their setting.Ofstead also to ensure that children are offered activities which will provide them with learning opportunities (Kay and MacLeod-Brudenell, 2004). Early Years Development and Childcare Partnerships (EYDCP) work with agencies providing care and education for children from birth to five years. Their role is to ensure that all children have positive opportunities to fulfil their potential. The all Child Matters initiative is seen as key by EYDCP in ensuring that all children have the chance to be happy, healthy an d successful (Walker, 2006).The view that girls achieve higher in education than boys is much debated. The way in which gender roles are constructed and the process of socialisation is highly complex and is still being considered. In view of this, it is fundamental to understand that differences in educational outcomes focused on gender also have class and ethnicity elements to consider. However, it is understood that in order for practitioners to promote equality and challenge discriminatory ideology, it is first imperative to identify and deconstruct any negative stereotypical thinking.All children are at risk of inequality, intervention is needful to promote inclusion and provide equal opportunities and chances for all children. Equality can be promoted through the curriculum hidden and overt and should be included within planning. The environment can be used as a resource for providing positive role models. However, it is important to understand the conflict between challenging discrimination and family values so as not to undermine the role of parents and carers.Supporting self-esteem through valuing and boost diversity can lead to better educational outcomes and will challenge discriminatory practice in society. It is the practitioners role to implement legislation and equal opportunity initiatives to protect childrens rights. It is through incorporating elements of good practice and legislation that equality can be promoted in an educational setting. Therefore ensuring that access to quality education is not determined by gender, class or ethnicity.