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

Factors such(prenominal) as ethnicity, economic status and sexual example base affect genteelnessal outcomes (Hughes, 1991). The 1944 Education take on promotes pairity for children in school. In spite of this, it has been counseled that girls persistently tend to soak up different educational outcomes from boys (Hughes, 1991). There atomic number 18 some(prenominal) complex explanations linked not only to the educational tempt by means ofout history but addition on the wholey to cordial influence. The way in which children pretend their sexuality spots has an blow on the way they identify themselves and others.Stereotyping chiffonier violation on the way practitioners catch up with children and wad lead to discriminatory practice. It is lively to consider the vague curriculum for unintentional signs of divergence. Knowledge of lawmaking and initiatives that shelter childrens rights to an education ir complyive of difference is of signifi set upce. As i s the ways in which practitioners lavatory promote costity. Through the use of key texts and the theories of experts it is possible to comprehend the impact that sex can have on knowledge and development.In the ordinal century characteristics such as class, race and sex were detrimental factors which obdurate the form of education a child received. Hughes (1991) betokens this is due to the educators post existence to learn each individual would be equipped to fulfil their regulate role. Early attempts at inlet to education for all 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 seen in relation to their interior(prenominal) role.It was excessively considered that girls extremityed to conserve their energy for childrearing rather than mental natural process (Hughes, 1991). Upper-class mannishs attended private and independent schools, where they were moulded to become t he elite. Their sisters however, though belt up received an education, were taught at home. Societys views on education differed for boys and girls at all social levels (Hughes, 1991). concord to Charles (2002) the education system was designed to prepare children for adult life, which was gender as well as class segregated.The 1944 Education Act was centred on equality of opportunity. This involved for the first time, compulsory education for all that was trim until the age of fourteen. However, inequality referred heavily to class disadvantage (Charles, 2002). The curriculum became gendered with the view that girls would concentrate on the domestic subjects while boys would practice the technical subjects (Charles, 2002). However, on that point has been much debate as to the reason for argueed differences in educational outcomes relating to gender.Yeo and Lovell (1998) suggest that womanishs attain better outcomes in primary coil education, with emphasis in literacy and lan guage. They narrate that research conducted in the 1990s suggests girls are motivated, ambitious and interested in farseeing term education. In contrast boys were seen as low in motivation, conceit and concentration. One suggested explanation world the introduction of equal opportunity initiatives to shape up girls to pursue subjects previously associated as male dominated. Practitioners were likewise encouraged to amplification awareness of methods to enhance girls interest in education. correspond to Yeo and Lovell (1998) these changes were directly influenced by the transformation in the labour market, from being male dominated to more and more more equal. As a consequence, it seems that boys are now underachieving in school. However, Skelton and Francis (2003) suggest the cause for this apparent difference in attainment is not straightforward. According to Charles in that respect is evidence to suggest that this is not a new theory. Relating gage to the 11+ exam, in w hich girls needed a high score than boys to take in 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 opinion Tests) results show that boys and girls are showing change magnitude performance on a y proto(prenominal) 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 addendum One). Feminist research cl grades that it is the way boys fabricate their gender roles that ultimately leads to their dissociation from subjects traditionally determined as maidenlike such as literacy. However, many non-feminist commentators suggest that the high proportion of female teachers at primary level is responsible for boys encyclopaedism needs being overlooked. Their suggested solution to the gender gap is to increase the number of male primary school teachers to provide compulsive role models linked with education.According to Skelton and Francis (2003) thither appears to be no evidence to suggest that boys testament perceive male teachers in a positive light, or that this volition impact on their achievement. It has only been since 1975 when education was included in the Sex Discrimination Act 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 cool off 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 rudimentary to distinguish between sex and gender. According t o Cole (2005) a persons sex is furbish upd 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 environmental issues to consider with reference to socialisation leading to gender roles (Charles, 2002). many surveys have suggested that boys and girls are treated differently from the day they are natural (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 supporting the family financially and motherhood with caring. As a consequence Hughes (1991) believes that many children have a clear discernment of what it may mean to be a boy or a girl, and the expectations which are attached to this.For exam ple, 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 winding of values and beliefs has a direct influence on how children identify themselves and others. Siraj-Blatchford (2001, P. 96) suggests every(prenominal) 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 shots but also the media.This view is support 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 exploit in influencing the factors which can affect childrens attainment. Banduras (1977) social learning theory suggests that children can learn indirectly finished observation and imitation of other s (Walkup, 2004). Therefore, children may relate to the way others whom they identify with are treated in society.In the process of developing an identity, children can distance themselves from others they deem as different to them or their classify (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 view, children may behave on believing in stereo theatrical roles such as, only boys play football and only girls read books.If children are left to believe in damaging 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 extrapolate and implement canon to promote equality. The human races R ights Act 1998 prohibits discrimination in the United Kingdom under the European Convention on Human Rights. The tikeren Act 1989 (2004) also emphasises the rights of children in society to equal opportunities and protection from raw treatment with 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) wherefore provides the legal framework for equality in schools. This protection for children moldiness be implemented appropriately to provide equality and inclusion (Wilan et al, 2004). There has been an increased awareness in gender stereotyping since the Sex Discrimination Act was updated in 1986. The National platform states that practitioners should be aware of the requirements of equal opportunities canon that covers race, gender and disability (DfEE/QCA, 1999, P31).Malik (2003) suggests that without equality of opportunity there cannot be provision of quality archaean childhood education. To ensure that discriminatory practice does not transpire it is inwrought for practitioners to consider their own beliefs and values (Willan et al, 2004). In entrap 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 feel to fulfil their potential.Stereotyping can lead to prejudice through with(predicate) 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 five 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 t hat 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 National Curriculum details the advancement of self-esteem and emotional well-being as significant for children to value and respect themselves and others (DfEE/QCA, 1999).According to Maslow (1954, as cited in Bentham, 2002) self esteem is required forward 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 wearing apparel and other resources. Children should be offered a wide range of activities and organisation for group activities 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 support (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 job but as a rich resource to support the learning of all. However, practitioners should be aware of conflict between anti-discriminatory practice and the be liefs and values of the family (Hughes, 1991). According to Hughes (1991) it is authoritative to incorporate 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 aspect of working with young children (Malik, 2003).The Key Elements of sound Practice (KEEP) as outlined in the Primary National strategy suggests practitioners can work with children and their families in a sensitive, positive and non-jud gemental way (DfES, 2005). This can be achieved through knowledge of six areas considered key for effective 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 predominate 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 Curr iculum 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 impressiveness 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, care 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 maturement 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 Every Child Matters ini tiative is seen as key by EYDCP in ensuring that all children have the chance to be happy, healthy and 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 necessary 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 p roviding 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 encouraging 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.