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https://www.huffingtonpost.com/entry/how-gender-and-race-affect-education-today_us_587af986e4b077a19d180e6av

https://www.nst.com.my/authors/mohd-firdaus-raih

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Langston University (2015) defines gender discrimination in education as unequal treatment of an individual or group based on gender. It can be treating individual differently in academia, extracurricular activities, academic programmes, discipline, class enrolment, grading and many more.

It is believed and proven that women are being discriminated from having so-called opportunities and good education compared to men. UNESCO Institute of Statistics (2016) analysed that 31 million girls of primary school age do not attend school and about 17 million of them will probably never attend school in their lifetimes. Not only that,  John Birger (2015) reported that women are harder to get into elite college than men. As a proof, US Department of Education (2014) found 11% men were accepted to Brown University verses 7% of women in 2014.

In Malaysia, the phenomenon seems to be different as the dominance of each gender is likey to equal. Mohd Firdaus Raih (2018) claims most of Malaysian’s researchers are female and The United Nations has acknowledged Malaysia to be a world leader in encouraging girls and women to participate actively in Science. In Addition, Chong Da Wan (2018) emphasized that females have outnumbered males in higher education by comparing the gender enrolment, however there is overrepresentation of females in public universities in all disciplines except engineering, manufacturing and construction  and at all levels except doctorate. After all, it is a positive phenomenon as the discrimination  does not play a big role in our beloved country.

In conclusion, the discrimination of  gender in education is still unsolved as girls and young women are being discriminated from having good quality of education in many parts of the globe. Indeed, good opportunities should be evenly distributed for everyone no matter someone’s race, gender, religion or anything else.

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Sean reardon ( April 27 ,2018 )
Gap Income Achievement
Retrieved from
https://financesonline.com/education-inequality-how-income-inequality-blurs-education-as-the-great-equalizer/

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Education has always been proclaimed as the last support of hope for equality, which, when accessed by the youth who are the leaders of the future, will truly serve as the great equalizer. But with income inequality on the rise globally and worsening in America, a so-called achievement gap between rich and poor children is now widening. As a whole ,income achievement gap is defined as an income difference between a child from a high-income family and a child from a low-income family .
This fact has been proven by research ,Sean (2018) stated that the gap has widen and worsen for the past 50 years with the biggest gap dominated by children born in 2001 at 30-40 percent . Importantly , the gap has grown wider , to be exact , twice as bigger than that of achievement gap between race (white and black ) which has been the world’s great concern before .
Apart from that , highly- and lessly-educated parents also does not seem to contribute to the factor of the widening achievement gap , but the difference in income earned does . this worrisome problem has been taken into account for the sake of developing a stable country . Polls (2015) reflect widespread concern about income and wage inequalities and associated trends and the desire for policies to address these inequalities
Moreover , a few initiatives has been taken by government in the united state in order to solve this problem including pell grants and other funding system such as loan programs and tax credits mainly for low income students . however , the initiative which is supposed to make the study affordable for those who in need turns out to be burdensome to government . abundant tax money to finance education program (pell grants ) , overwhelming student loan problems and last but not least economic activity needs which in turn increases tuition and schooling fees .
Factors including rising cost of living and sensitivity of the issue on additional public subsidy for education  (taxes ) encourage the parents to make a loan twice more than previous decade  . Medical and highly-educated courses are costly resulting the lower-income student not pursuing their studies on that due to unaffordable fees .At the end , highly-skilled professions earn way more incomes relatively to low-skilled workers and the cycle repeats. . That is, children who start behind stay behind—they are rarely able to make up the lost ground

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Linda Darling-Hammond (1 March 1998)
Unequal Opportunity: Race and Education retrieved from www.brookings.edu%2Farticles%2Funequal-opportunity-race-and-education%2F&psig=AOvVaw1WH9mHVJAPSP0wbDSMKFBh&ust=1546969677113636

Laura Goe (2008)
Selected General Findings From Synthesizing the Teacher Quality Research. Teacher Quality and Student Achievement : Making The Most of Recent Research.

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21st century segregation still exists in our education system and society are still divided by skin colour. But equal opportunity now exists; so it is often assumed that continued low achievement of minority students must be because of genes or lack of effort. We often miss the important reality that educational outcomes of minority students are much more because of their unequal access to educational resources such as skilled teachers than it is because of their genes.

Hammond (1998) acknowledges Ferguson and Duke economist Helen Ladd’s analysis, that the difference between the high- and low-scoring districts was explained by teacher qualifications than by poverty, race, and parent education based on their research done in Texas and Alabama. The National Commission on Teaching and America’s Future concludes that students in poor or predominantly minority schools are much less likely to have low quality and underprepared teachers. Studies of underprepared teachers consistently find that they often have difficulty with curriculum development and teaching strategies. These teachers are less likely to understand students’ learning styles and differences. In the end, they will blame the students themselves for their low achievement.

Research has not been very successful in identifying the quality of a teacher that are most likely to improve student learning. Based on Goe’s (2007) examination of teacher quality that are most likely to improve student achievement, it focuses on teacher qualifications, teacher characteristics and teacher practices. Teacher’s qualifications are credential knowledge and experience the teacher had. Carr (2006) indicates that highly qualified teachers are associated with increased student achievement. Many researchers propose that experience and undergraduate institution a teacher attends also can be a useful indicator of teacher quality.

Kannapel and Clements (2005) identifies that teacher characteristics such as willingness to collaborate has positive effect on student achievement. Meanwhile, Hanushek (2005) did a research that proves having a same-race teacher can also improves student achievement but in an older study did by Brewer (1995) neither race nor gender of teacher was associated with differential student achievement in mathematics or science. Next important thing is teacher practices,which are the ways teachers interact with students and the teaching mechanisms they use to accomplish specific teaching tasks. Small research base suggests that providing students with clear learning objectives can help students to get higher achievement. Meanwhile, Frome (2005) clarifies that teachers who provide challenging instruction, providing students with opportunities to explain and discuss assignments also positively associated with student achievement.

The old Chinese proverb, “teachers open the door but you enter by yourself”, certainly true. However, the effectiveness of the teacher determines exactly where that door leads to. The No Child Left Behind Act recognizes the importance of quality teachers in improving student educational achievement in that it mandates that all students should be taught by “highly qualified teachers” because every child deserve equal opportunities.

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Sara Mead (July 27,2017)
Education Inequality Starts Early
Retrieved from https://www.usnews.com/opinion/knowledge-bank/articles/2017-07-27/education-inequality-begins-with-child-care

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Education is very essential to economic growth, poverty reduction, public health, conflict resolution and the transformation to sustainable production and consumption. Education inequality is the unequal distribution of academic resources including school funding, books, qualified and experienced teachers. We often overlook how early disparities in learning begins.

Sara Mead (2017) shows that children’s earliest learning experiences and outcomes vary dependent on their parents incomes and education. This leads to classes of family that are Upper-class, Middle-class and Lower-class. The well known Hart and Risley (1995) study has shown that children of educated and professional parents are exposed to 30 millions more words than children from families in poverty before 3 year old. As a result, children from lower-class family are already far behind their peers.

Brooking’s scholar, Reeves (2017) argues in his book that prosperous professionals’ investment in their children leads to establishment of education-based privilege system where educated upper-middle-class families get to educate their children meanwhile lower-class families are unable to advance up the socioeconomic ladder due to poverty and the cycle repeats.

Ability to access quality childcare also varies based on income. Census data indicates that poor families spend 30 percent of their income on care compared to 8 percent for families that are not in poverty. Thus, lower-income families are less likely to send their children to formal child care at all. This leads to unsupported both children development and parent’s stable employment.

In conclusion, our current educational system is not performing as well as it could be. Many children, especially those who come from low income families, ethnic backgrounds, and urban communities are often left behind by a system that fails to meet their educational needs. Much of this malfunction is due to an antiquated system that still supports the way of thinking that some people.