Gender Inequality In The Education System

Education is meant to be an equalizer between all Americans. There are many inspirational stories of students who have completed their education and became successful member of society. Yet, we are swarmed with failure, mainly in our public education system. Social class, gender and ethnicity have a unfortunate impact in the inequality in educational access and success rate in basic and higher education in America. The social and economic status of a student is the biggest predicament of the students achievements. Students from low income families are less likely to be high achievers, let alone graduate high school. The dropout rate for young adults in the bottom 25% of family income is 11% whereas families in the top 25 percentile have a dropout rate of to 3% (“Status Dropout Rate”). High school dropouts are 72% more likely to be unemployed and only one in every three dropouts complete their GED elsewhere (Boudett, Murnane, and Willett 133). The economic status of a student affects their learning abilities. Often with all guardians helping to bring in income, students are left alone to struggle on their own. Students in low income families are generally less prepared and have difficulties keeping up with classmates. Socioeconomic status can surpass high school and affect one’s undergraduate options. Students identified tuition as a very important factor while choosing their college. Students should not have to consider money while choosing where and if they are going to continue in higher education. Colleges and universities raised their tuition during the recession, reducing affordability for many low income students and families (Leon-Guerrero 209). The lack of financial support leads to heavier workloads and multiple jobs, which students take on to finance their education, and which may then interfere with the time they have to study for their classes (Chaudari et al. 301). These students are the most encouraged to apply for financial aid and grants but sometimes the student is unqualified and not eligible or unprepared and have no idea where to begin searching for aid. Many students also begin working to send money back to their family to help with finances which can hold them back from they academic potential (Ballard et al. 5). We thought the war between the X and Y’s was over yet gender plays a role in academic inequality. …show more content…
Studies show that men tend to achieve higher in math and science in intermediate grades. Recent data shows that there are equal numbers of girls and boys enrolled in highs school science classes with the exception of physics and Advanced Placement science courses. Girls tend to enroll in courses which have relevance to their lives and connect to the “real world” and men seem less than able in language arts and reading courses (Scantlebury). Due to a “hidden curriculum” where men “dominate in class discussion” and “monopolize their instructors time and attention,” women are pushed back and not given the chance to shown their full potential (Leon-Gerrero 210). As presented in “I Want a Wife,” society has less expectations for women than men do in school and post-education life. Women are put down by their environmental influences: parents, media and peers; therefore, are made to believe that they are less capable then men. Although women are awarded more bachelor’s degrees, women are earning less degrees in mathematics, engineering and physics. Males are three times more likely to pursue a career in quantitative fields whereas women are discouraged in the STEM field (Leon-Gerrero 210). The essay “I Want a Wife” demonstrates the inequality between men and women in our society, told from a man’s point of expectations of the modern day ‘wife.’ The men and society want the women to send them to school and work, then quit and take care of the children (Brady 252). …show more content…
Not once in the essay is it mentioned that the wife can or will go back to school for higher education. In 1970, right before this essay was written, only 30.3% of graduate students and 8.5% of first-professional students were women (Freeman 11). In the southern states of America, just as the wives in Brady’s essays, a women is expected to marry, bare children, take care of the husband while he goes to school and do anything her family shall need without complaint (252). Academic achievement gaps exist between the minorities and their White