In the past, the main focus of educators was to make sure that their students subject grades and scores met the education standards requires of them to complete school. However, in the twenty-first century, there has been a major focus on creating equity in the classroom and better teaching strategies that cater for all student. This essay will focus on the implications of gender differences in the classroom and how teachers can approach the differences in educational achievements, behaviours and expectations amongst male and female students to construct positive gender images. This essay summarises the main concerns of gender inequality in the past and how it has shaped today 's attitude towards equal opportunity for both sexes. It also discusses the extent of gender differences in modern education along with the clear patterns of achievement and learning styles between girls and boys in school.
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From a young age girls and boys are unconsciously taught that they are different physically, emotionally and intellectually and that they should expect different things out of life (Paechter, 2007). Girls and boys may pick up on subtle cues from teachers about how well they should be performing and what subjects they should be interested in based on their gender. The combination of different social factors, especially gender related issues, can have an influential effect on a student 's ability to achieve certain subjects, some of which these influences are developed within the classroom (King et al, 2010). Schools have a large role in constructing, defining and reinforcing positive gender images and one of the roles of a teacher are to prevent gender-based discrimination in schools and aim to expand student’s views of gender. The Queensland College of Teachers [QCT] (2011) Professional Standards for Queensland Teachers was created to provide teachers an outline of what is expected of them, in order to gain a teacher’s registration. QCT Standard 4 states that teachers are required to "identify and develop understanding of the diverse backgrounds and characteristics of the students they teach" and to also understand that a number of factors will have an impact on their learning outcomes and experiences (QCT, 2011). Children can develop strong views about the ‘right’ ways for girls and boys to behave, from peers and the media even before they begin school, this affects the experience they have during their school life (Paechter & Clark, 2007). Paechter & Clark (2007) states that “young children have [a] strong tendency to [form] generalisation[s] and they will draw conclusions about all males and females from what they see around them in their immediate environment.” When students can easily draw conclusions about gender situations, discrimination and bullying can occur in their school (Paechter & Clark, 2007). There is a large focus on combating gender-based harassment, violence and reduce the effects of gender-based attainment patterns (Eurydice, 2009). Teachers need to disconnect students from common and sometimes offensive stereotypes and reinforce new ideas that promote positive and realistic gender images. Wyatt (1996) explains “the expectation of effectiveness/success was that teachers would take up some/many initiatives and this would directly impact on changed outcomes for girls and boys.” The film Billy Elliot (2000) is an example of gender-based discrimination. Where a young boy breaks free from stereotypical images of masculinity which affected the way his school friends and family saw and treated him and yet he still chose to dance with the Royal Ballet. It is important that teachers can give examples such as the film Billy Elliot to encourage them to not limit themselves to gender-based stereotypes. Therefore a good teacher can construct better gender relationships between male and female students, define gender stereotypes and recognise their impact on student 's lives (Wyatt, 1996). Gender differentiation can play a large part in a number of educational experiences for both sexes and can also affect their learning outcomes. It is important for teachers to become aware of the significant role that gender plays and has influenced the social and political dynamics of our society (Vickers, 2010). Historically females had fewer opportunities in terms of education; however in the last century they have had the same chances to be equal to their counterparts. Before that, education was a means of preparing girls for their position in
From a young age girls and boys are unconsciously taught that they are different physically, emotionally and intellectually and that they should expect different things out of life (Paechter, 2007). Girls and boys may pick up on subtle cues from teachers about how well they should be performing and what subjects they should be interested in based on their gender. The combination of different social factors, especially gender related issues, can have an influential effect on a student 's ability to achieve certain subjects, some of which these influences are developed within the classroom (King et al, 2010). Schools have a large role in constructing, defining and reinforcing positive gender images and one of the roles of a teacher are to prevent gender-based discrimination in schools and aim to expand student’s views of gender. The Queensland College of Teachers [QCT] (2011) Professional Standards for Queensland Teachers was created to provide teachers an outline of what is expected of them, in order to gain a teacher’s registration. QCT Standard 4 states that teachers are required to "identify and develop understanding of the diverse backgrounds and characteristics of the students they teach" and to also understand that a number of factors will have an impact on their learning outcomes and experiences (QCT, 2011). Children can develop strong views about the ‘right’ ways for girls and boys to behave, from peers and the media even before they begin school, this affects the experience they have during their school life (Paechter & Clark, 2007). Paechter & Clark (2007) states that “young children have [a] strong tendency to [form] generalisation[s] and they will draw conclusions about all males and females from what they see around them in their immediate environment.” When students can easily draw conclusions about gender situations, discrimination and bullying can occur in their school (Paechter & Clark, 2007). There is a large focus on combating gender-based harassment, violence and reduce the effects of gender-based attainment patterns (Eurydice, 2009). Teachers need to disconnect students from common and sometimes offensive stereotypes and reinforce new ideas that promote positive and realistic gender images. Wyatt (1996) explains “the expectation of effectiveness/success was that teachers would take up some/many initiatives and this would directly impact on changed outcomes for girls and boys.” The film Billy Elliot (2000) is an example of gender-based discrimination. Where a young boy breaks free from stereotypical images of masculinity which affected the way his school friends and family saw and treated him and yet he still chose to dance with the Royal Ballet. It is important that teachers can give examples such as the film Billy Elliot to encourage them to not limit themselves to gender-based stereotypes. Therefore a good teacher can construct better gender relationships between male and female students, define gender stereotypes and recognise their impact on student 's lives (Wyatt, 1996). Gender differentiation can play a large part in a number of educational experiences for both sexes and can also affect their learning outcomes. It is important for teachers to become aware of the significant role that gender plays and has influenced the social and political dynamics of our society (Vickers, 2010). Historically females had fewer opportunities in terms of education; however in the last century they have had the same chances to be equal to their counterparts. Before that, education was a means of preparing girls for their position in