CAN YOU PLEASE REPROOF READ MY WORK FOR ME??? ‘Schools don’t have…

Question Answered step-by-step CAN YOU PLEASE REPROOF READ MY WORK FOR ME??? ‘Schools don’t have… CAN YOU PLEASE REPROOF READ MY WORK FOR ME???    ‘Schools don’t have much of a role to play in reinforcing gender differences, particularly when it comes to issues like subject choice – boys and girls brains are just wired differently’. Discuss.      PARAGRAPH 1:Some key gender difference in schools include single sex schools, school ethos, discipline, and most important subject choices.  Schools have now turned into a gender regime where they are producing acceptably masculine boys and acceptably feminine girls and there is only 1 way of doing this. Adolescents view these gender expectations with regards to what is suitable male and female way of behaving in their preformed view of their gender ideology (REFERENCE). The schools do have a huge role to play in the way they reinforce the gender difference, this is evident through the sports offered, careers which are pushed and subject choice.  Even before students are even able to make their own opinion about the subject they have a pre-existing idea of what the subject and how they should feel towards it, just based on the allocated roles in which gender formations has come though. These subjects shape the construction of masculinity and feminise because if males become too emotive in their writing they are classified as the ‘weak or heterosexual’. Furthermore, to this physical education is a male dominated subject because of the exact definition of the subject is hegemonic masculinity where strength and muscle is the only thing required for the subject.  The idea of ‘boys and girl’s brains are just wired differently’ is a statement which many people believe is how gender difference are caused, though scientifically there is no difference between a female or males’ brain, this ‘brain wiring’ has come from the gender difference they have seen around them, at home, around the world but mostly it is seen at school (REFERENCE). It is significant since, supporting the ideas that if brain differences do exist, whether in the corpus callosum or anywhere, they are the result of gender, not the opposite way around (REFERENCE).    PARAGRAPH 2: There is no question that the consistent push from schools about the gender differences has caused the huge impact on how students view the way they are able to act and purse in society.  By limiting the way in which students can go further in life because of what they are able to do in school is not fair.  Gender in schooling is based on figuring out that distinctions in experiences and results in education for boys and girls emerged from the effects of gender on the expectations interests and ways of behaving of the two genders. It recognises that the effect is often one which obliges and restriction instead of extends choices and opportunities for boys and girls in the school environment          PARAGRAPH 3:There are many ways which teachers can challenge the gender issues associated in schools and help to reinforce a new outlook on gender in schools . Firstly, focus on the APST 4.1 which is the support of student participation. Through this it would include having smaller classes tailored to those students who wish to pursue subjects but haven’t in the past due to back lash from other. An example of this would be having a smaller English class tailored to students who wish to pursue an area of writing but without the interruptions of other students who don’t feel a passion for the subject taking away from teacher attention. By having more attention from teachers it gives students the reassurance that they are able pursue careers in non-stereotypical gender careers. It helps support those students not feel held back by the gender differentiation that has been a stowed on them in the past.  Secondly, using the APST 3.3 use of teaching strategies to use a range of teaching strategies to broaden the student’s perception of the subject and create a new learning environment which opens a window for and open more pathways for people wanting to pursue those subjects. Instead of focusing on typical ways of teaching,  teachers should consider opening there ways of teaching to change the perception of certain subject which have been caried down for centuries so that students can form their own ideas and opinions on the subjects.  This also include the option to work with other schools in offering more subjects that typical would have low numbers to support those with interest out the gender norms.   Arts & Humanities Writing EUB 102 Share QuestionEmailCopy link Comments (0)