Girls outperforming boys in education is a common story nowadays. They are regarded as the academic-dominance sex, which assumed that their success is favorable from the ‘feminized’ education system and is highly engaged with post-feminism. As a consequence, some suggested feminism intervention is no longer necessary, owing to the reason that girls have no struggle in achieving success. Nonetheless, I come to agree with Promerantz and Raby (2010) that challenges still existed in promoting gender equality. It is believed that post-feminism is too ideal in our society as patriarchal characteristics are being reinforced. Therefore, this essay aims to analyze the problems and issues faced by girls in education by discussing the real situation in
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The research studying the relationship between school culture and academic performance has concluded that school culture can either positively or negatively influence the academic performance, and help in creating the smart identity. The result is similar to Hong Kong’s situation. For example, schools in Hong Kong can be divided into three main categories, including government schools, subsidized schools and private schools (Information Services Department, 2015). Students who studying in direct subsidized schools (DSS) are more likely to perform smartness. Traditional direct subsidized schools such as the Diocesan Boys’ School, Diocesan Girls’ School and St Paul’s Co-educational College provide a more sufficient resources to their students when comparing to other general schools. They respect and celebrate different smartness and encourage students to “live up to their full intellectual potential” (Promerantz and Raby, 2010). Under this school culture, not only students with good academic performance are regarded as smart, students who are talented in music, sports or other areas are also celebrated as smartness. Smart identity is easier to be created and students are more likely to be positioned themselves positively. Therefore, school cultures could be greatly …show more content…
Promerantz and Raby (2010) suggested that “girls no longer feel that they can complain about experiencing structural inequalities, such as sexism, because they have been told that sexism no longer exist”. This is a socially constructed concept, promoting the image of structural inequalities are actually personal problem of girls. This concept is applicable to the Hong Kong society. As a girl growing up in Hong Kong, I am always educating for having same opportunity as boys. Girls in Hong Kong seems to accept the fair opportunity explanation as we are told to do so. Since we are told to have less constraints comparing to the past, most of us believed we have less restriction in achieving success. However, there are some invisible barriers that hindered girls’ performance, and girls are oppressed without knowing it. For example, there are many ‘smart girl’ ‘super girl’ in Hong Kong, and the identity is actually constructed by the society. Only if ‘smart girl’ or ‘super girl’ appear, the general public would believe that girls are performing without limit in the society, and even outperforming boys in education. However, the society seems misleading the public to assume that girls being successful in academic can be seen as a gender equity progression, and believed girls’ continuous of success is not being
The research studying the relationship between school culture and academic performance has concluded that school culture can either positively or negatively influence the academic performance, and help in creating the smart identity. The result is similar to Hong Kong’s situation. For example, schools in Hong Kong can be divided into three main categories, including government schools, subsidized schools and private schools (Information Services Department, 2015). Students who studying in direct subsidized schools (DSS) are more likely to perform smartness. Traditional direct subsidized schools such as the Diocesan Boys’ School, Diocesan Girls’ School and St Paul’s Co-educational College provide a more sufficient resources to their students when comparing to other general schools. They respect and celebrate different smartness and encourage students to “live up to their full intellectual potential” (Promerantz and Raby, 2010). Under this school culture, not only students with good academic performance are regarded as smart, students who are talented in music, sports or other areas are also celebrated as smartness. Smart identity is easier to be created and students are more likely to be positioned themselves positively. Therefore, school cultures could be greatly …show more content…
Promerantz and Raby (2010) suggested that “girls no longer feel that they can complain about experiencing structural inequalities, such as sexism, because they have been told that sexism no longer exist”. This is a socially constructed concept, promoting the image of structural inequalities are actually personal problem of girls. This concept is applicable to the Hong Kong society. As a girl growing up in Hong Kong, I am always educating for having same opportunity as boys. Girls in Hong Kong seems to accept the fair opportunity explanation as we are told to do so. Since we are told to have less constraints comparing to the past, most of us believed we have less restriction in achieving success. However, there are some invisible barriers that hindered girls’ performance, and girls are oppressed without knowing it. For example, there are many ‘smart girl’ ‘super girl’ in Hong Kong, and the identity is actually constructed by the society. Only if ‘smart girl’ or ‘super girl’ appear, the general public would believe that girls are performing without limit in the society, and even outperforming boys in education. However, the society seems misleading the public to assume that girls being successful in academic can be seen as a gender equity progression, and believed girls’ continuous of success is not being