Several factors, including early marriage, cultural norms, financial limitations, and distance to schools, cause higher dropout rates and lower enrollment rates for girls. Societies that uphold gender hierarchies and patriarchal frameworks that prioritize men's education by denying girls access to school do so. Gender Bias in Curriculum and Teaching: By promoting gender bias in curricula and teaching methods, educational systems have the potential to maintain patriarchy. In textbooks and instructional materials, men are typically shown as leaders and professionals, whereas women are typically portrayed in conventional roles like homemakers and caregivers. This upholds the stereotype that males should hold positions of authority and power and that women should primarily focus on their household responsibilities. Unfair Opportunities and Expectations.

 Boys and girls have different opportunities and expectations as a result of gender disparities in educational institutions. Regarding leadership roles, advanced coursework, and scholarships, girls may experience discrimination. Boys are educated to feel that they are entitled to these chances, whereas females' goals and achievements are limited by this uneven treatment that perpetuates patriarchal power systems. Social and Cultural Norms: Educational systems are inextricably linked to more extensive social and cultural settings. They both mirror and replicate the norms and ideals of society. These standards frequently place a higher value on male dominance and control over females in patriarchal civilizations. As socialization facilitators, educational institutions are essential in passing along and maintaining these standards, which further solidifies gender inequality.

In conclusion, by limiting possibilities for women and girls, promoting traditional gender roles, and influencing social attitudes and expectations, gendered disparities within educational systems help to maintain and perpetuate patriarchy. Biased curriculum, restricted access to school, unequal opportunities, and cultural norms that place a premium on male dominance are all examples of these disparities. It takes laws that support gender, fair access to education, and inclusive learning settings to challenge and demolish patriarchy. 

The relationship between gender and patriarchy in education is a complex one. Our society is predominantly male-dominated, with power concentrated in the hands of men. This is evident in our political landscape, where almost all elected officials are men, the U.S. has only had one female Vice President, Kamala Harris.

This male-dominated society is also reflected in our classrooms, where images of male leaders and historical figures are prominently displayed. This lack of representation can make young girls feel like they don't belong or can't succeed because they don't see themselves in these roles. We must work towards creating a more inclusive and diverse education system that empowers girls. Moreover, a male-dominated society needs to end. 

There's a lot of inequality in education and gender in the U.S. and abroad. There are so many labels on children, from their parents to society to teachers. When teachers tell boys to play outside, they're labeling them as “tough.” But girls are told to stay inside and clean because they're labeled as “studious” by their teachers. As a result of a male-dominated society, girls and women have no role models they can look up to, resulting in education inequality. It's time to end male dominance in society. 

Professor Lyons

SOC 335/Spring 24

Padlet 9/Patriarchy

Gendered inequalities within educational systems help perpetuate and sustain patriarchy by the normality society has created between genders. For example how men are viewed as higher valued individuals than women. Meant to work, make the money, educate themselves, and provide, while women stay home and pertain to and focus on the house chores or duties. Although there have been many changes with women fighting for their rights such as “The National Woman Suffrage Association”, and other associations. That has not completely changed the stigma and inequality between genders and especially throughout education, and the effect it has had on women insecurities and self esteem has been detrimental. Referring to female scholars and female professors.  Society has created this structured inequality and way of life for many many years and generations now due to colonization and biased unjust rules, that still are quietly applied and affect women and young girls still today. In the reading called Barriers to girls education. It stated that they would choose boys to educate over girls when it came down to making a difficult but yet easy decision without thinking twice, has me thinking the cruel way of how some think! When the Bible says God created men and women in his image without making exceptions of anyone, he has no favorites! So why do we? While a moral and political argument can continue to be made for the education of girls and women, some facts speak powerfully to the issue at hand. Girls accounted for 53 percent of the 61 million children of primary school age who were out of school in 2010 according to research. Girls accounted for 49 percent of the 57 million children out of school in 2013. In surveys of 30 countries with more than 100,000 out of school children, 28 percent of girls were out of school on average compared to 25 percent of boys. Which makes me question: would this mentality still exist if there were more female politicians, teachers, social workers, women of power, and or the first female president? Completion of primary school is a particular problem for girls in sub Saharan Africa, Western Asia, and other places as well.

Surveys in 55 developing countries reveal that girls are more likely to be out of school at a lower secondary age than boys, regardless of the wealth or location of the household. Almost two thirds of the world’s 775 million illiterate adults are women, sad to say but accurately proven by research. In developing regions, there are 98 women per 100 men in higher level education. There are significant inequalities in drop level education in general, as well as in relation to areas of study, with women being over represented in the humanities and social sciences and significantly under represented in engineering, science and technology.

Gender based violence in schools undermines the right to education and presents a major challenge to achieving gender equality in education because it negatively impacts girls’ participation and their retention in school. In addition, ineffective sexual and reproductive health education inhibits adolescents’ access to information and contributes to school dropouts, especially among girls who have reached puberty. Due to pregnancies and childbirth. The education of girls and women can lead to a wide range of benefits from improved maternal health, reduced infant mortality and fertility rates to increased prevention against HIV and AIDS. Educated mothers are more likely to know that HIV can be transmitted by breastfeeding, and that the risk of mother to child transmission can be reduced by taking drugs during pregnancy.

Each extra year of a mother’s schooling reduces the probability of infant mortality by 5 to 10 percent. Children of mothers with secondary education or higher are twice as likely to survive beyond age 5 compared to those whose mothers have no education. Improvements in women’s education explained half of the reduction in child deaths between 1990 and 2009. A child born to a mother who can read is 50 percent more likely to survive past age 5. In sub Saharan Africa, an estimated 1.8 million children’s lives could have been saved in 2008 if their mothers had at least a secondary education. In Indonesia, 68 percent of children with mothers who have attended secondary school are protected, compared with 19 percent of children whose mothers have no primary schooling. Wages, countryside income and productivity all critical for reducing poverty are higher where women involved in farming receive a better education. Each additional year of schooling beyond primary offers greater payoffs for improved opportunities, options and outcomes for girls and women. It comes to my attention the liberty and freedom women have in America but there is still limited access to better class positions and education statuses, barriers that hinder women from moving up. Gender based discrimination in education is, in effect, both a cause and a consequence of deep rooted differences in society. Disparities, whether in terms of poverty, ethnic background, disability, or traditional attitudes about their status and role all undermine the ability of women and girls to exercise their rights. Moreover, harmful practices such as early marriage, gender based violence, as well as discriminatory education laws and policies still prevent millions of girls from enrolling and completing their respective education.

Additionally, given the extensive and growing participation of women in income generating activities, education for girls and women is particularly important, especially in attempting to reverse gendered patterns of discrimination. Not only is it impossible to achieve gender equality without education, but expanding education opportunities for all can help stimulate productivity and thereby also reduce the economic vulnerability of poor households. In relation to 2015 discussions, equity is affirmed as a fundamental value in education. Several inputs noted that inequality in education remains a persistent challenge. This is connected to a focus in the Millennium development goals on averages without an accompanying consideration of trends beneath the averages. Many contributions in the education discussion, as well as in the other core debates, highlighted the lack of attention to marginalized and vulnerable groups.

Equal access to good quality education requires addressing wide ranging and persistent inequalities in society and should include a stronger focus on how different forms of inequality intersect to produce unequal outcomes for undervalued and vulnerable groups. Due to 2015 discussions suggest that overcoming inequality requires a goal that makes national governments accountable for providing minimum standards and implementing country specific plans for basic services, including education. Equity in education also implies various proactive and targeted measures to offer progressive support to disadvantaged groups.

Patriarchy is a system that extends beyond male dominance over women. It is an intricate and interconnected web of oppression that affects people of all genders. It collaborates with other forms of discrimination, such as racism, classism, and heterosexism, to uphold and continue inequalities and injustices. Patriarchy's subtle nature often makes it invisible, and its consequences are so deeply ingrained that they are challenging to identify.

In an article that I read, "Push Ups or Clean Up" by Gansen, the author conducted research that found teachers conveyed gender expectations for appropriate classroom behaviors for boys and girls through discipline. In the article, I learned that gender stereotypes perpetuated by teachers and society have a significant effect on students starting from their early years in school. Preschool is a crucial site for gender socialization, where children learn about themselves and the world around them. However, gender is primarily taught in the pre-K classroom through categorizing individuals, verbal reprimands, and punitive disciplinary consequences. Teachers affect the construction of gender in the preschool classroom by implementing a hidden curriculum. For instance, boys are allowed to speak aloud, call out in the classroom, and play aggressively, while girls are encouraged to adhere to domestic work such as cleaning through play and discipline. 

Gender inequality in education, both domestically and globally, can be attributed to the patriarchal system that exists in our society. This system is characterized by the oppression of women, where men have the primary power to dominate in roles of political leadership. In contrast, women are often relegated to teaching, which requires them to nurture, care for, and tend to young children. Women are also often strayed away from jobs that require moral authority at high stakes. Due to the gender stereotypes and discriminatory norms that exist, women are often perceived as less competent, especially in subjects such as mathematics, science, technology, and engineering. These biases are also reflected in the limited opportunities and encouragement girls receive to pursue careers in these fields. Even while we see the rates for women pursuing higher education, women are not always offered the same opportunities as men, nor are they respected as highly as men in the workforce. 

I believe it is essential to recognize how patriarchy impacts our domestic lives. The topic of patriarchy in the household is complex, as it encompasses many facets and aspects. On one hand, men are often viewed as the head of the household and breadwinners. I recall reading Bell Hooks' book "Understanding Patriarchy," where she shared her experience with patriarchy. She wanted to play marbles with her brother, but this game was deemed a boys' game. When she disobeyed her father and played the game, he beat her. Her mother then reinforced her father's actions and forced her to accept patriarchal thinking. This beating served as a harsh reminder that everyone must obey their father, the ruler of the household, or face punishment. Thus, one aspect of patriarchy is that it causes children to fear their father. On the other hand, some fathers are nurturing and loving towards their children, which is viewed as wrong from a patriarchal standpoint.

The impact of patriarchal systems on educational inequalities is vividly portrayed in Audre Lorde's insightful analysis and Busha Seddique's narrative in The Atlantic. Lorde depicts how patriarchal norms perpetuate gender disparities by enforcing rigid gender roles and expectations, limiting the educational opportunities for marginalized groups, particularly women of color. Similarly, Seddique's poignant account sheds light on the profound impact of patriarchy on Afghan women's education, showcasing how patriarchal structures deny them access to education and perpetuate gender-based discrimination and violence.

In terms of gendered expectations, many young girls are discouraged from pursuing subjects such as science, technology, engineering, and mathematics (STEM) because they are seen as "male-dominated fields." This results in fewer female students pursuing degrees in these areas and fewer women entering STEM-related careers. Similarly, women are often steered towards more "feminine" subjects such as nursing or teaching rather than being encouraged to pursue their interests in traditionally male-dominated fields.

Gender inequality in education is a multifaceted issue that needs to be addressed systematically. Women often face unfair treatment in classrooms, which can affect their academic performance and career prospects. The lack of representation of women in leadership positions in education perpetuates gender disparities and hinders progress. To achieve a more equitable society, we must challenge gendered expectations and create more opportunities for women in education.

It's important to note that I began this discussion focused on gender in terms of the binary male and female. Still, patriarchy also discriminates against those who identify outside of this binary, both domestically in the US and globally. Non-binary individuals, transgender individuals, and those who identify with other gender identities face unique challenges in education due to patriarchal norms and structures. For example, educational institutions often lack inclusive policies and resources for transgender and non-binary students, leading to feelings of exclusion and marginalization. Additionally, these individuals may encounter discrimination and harassment in educational settings, hindering their access to quality education. Moreover, patriarchal gender norms perpetuate harmful stereotypes and expectations that limit the academic and career opportunities of transgender and non-binary individuals, further exacerbating gender inequalities.

In addressing gender disparities in education, it is imperative to consider the intersectionality of gender identity, race, ethnicity, socioeconomic status, and other factors that contribute to marginalization and exclusion. Advocacy efforts should prioritize the needs and experiences of transgender and non-binary individuals, ensuring that educational environments are inclusive and supportive of all gender identities. This includes implementing anti-discrimination policies, providing gender-affirming resources and support services, and promoting diversity and representation in the curriculum and educational leadership. By challenging patriarchal systems and creating more inclusive educational spaces, we can work towards achieving true gender equality for all individuals, regardless of gender identity or expression.

The relationship between gender, patriarchy and sexuality can be complicated patriarchy is based on power in this case power in gender and sexuality how men control women or the gender inequality we see between men and women. Attributes seen as too feminine or just feminine or because is pertaining to women are undervalued, while attributes regarded or seen as masculine or pertaining to men are privilege and not overvalued.

Patriarchy attitudes in education can reinforce gender roles and expectations causing students to doubt their abilities and worth. We can also see in some cases how they say that men tend to not finish school and women do stay in school. Or that a teacher job is for women and not for men.

One way the relationship between gender, patriarchy, and sexuality matters because It affects access to educational opportunities and resources. Patriarchal structures may prioritize the education of boys over girls, perpetuating gender inequalities.

Gender stereotypes and expectations can influence academic achievement and career choices. For example, girls may be discouraged from pursuing STEM (science, technology, engineering, and mathematics) fields due to societal perceptions of gender-appropriate interests and abilities.

The school environment can either challenge or reinforce traditional gender norms and inequalities. Curriculum content, teaching methods, and school policies can either promote inclusivity and diversity or perpetuate harmful stereotypes and discrimination.

Issues related to sexuality and gender identity can impact the safety and well-being of students. Schools play a crucial role in creating inclusive and supportive environments for LGBTQ+ students and addressing issues such as bullying and harassment.

In many cultures, families may choose to send boys to school while keeping girls at home, believing that educating boys is more valuable. Even when girls do attend school, the curriculum often overlooks women's contributions and achievements, which can discourage them, especially in fields like science and math.

Additionally, societal expectations can pressure girls to focus on family and caregiving roles rather than their own education and aspirations. Harassment and discrimination in educational settings can further hinder girls' participation and performance, making it difficult for them to thrive.