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Gender inequality
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Inequality and education [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid 333-356]
Inequalities have gone through different phases:
Inequality
Class (capitalist) Most affected: working class
Exclusion
Segregation
Assimilation (and egalitarianism)
Inequalities have been articulated by reason of differences in:
Gender (patriarchal) Most affected: women
Ethnicity (ethnocentrism) Most affected: ethnic minorities
Egalitarian feminism
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Gender refers to the expectations on social behaviour that is considered appropriate for the members of each sex (Giddens, 1991:765)
Differentiated expectations and socialization at primary socialization
Feminism
Sex vs.
gender
Segregated schoolMixed-sex school
Coeducative school
Glass ceiling Wage gap Double presence Double selection
Gender inequality and education [Meseguer Chanzá, D. and Villar Aguilés, A. Género y educación. At Beltrán, J. y Hernàndez, F.J. Sociología de la educación, McGraw-Hill, Madrid. 155-184]
Third wave (postmodernist and dialogic)
Difference feminism
More ‘used’ to assume responsibilities in the household
Better development of language (school is specially a language experience)
Tentative explanations of girls better school achievement
Gender inequality and education [Merino, R.; Sala, G. and Troiano, H. 2003 Desigualdades de clase, género y etnia en educación. At Fernández Palomares, F. Sociología de la educación. Pearson, Madrid.357-384]
Service economy
Feminism
Men’s world
However the magnificent growth of the participation of women in education along the XX century, a gendered distribution of students between studies persists
Co-education, understood as an education that does not establish relations based on domination of one sex over the other, still requires overcoming inequalities at:
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Gender inequality and education [Merino, R.; Sala, G. and Troiano, H. 2003 Desigualdades de clase, género y etnia en educación. At Fernández Palomares, F. Sociología de la educación. Pearson, Madrid.357-384]
Manifest curriculum for being androcentric (stereotypical images, absence of women in science either as active or as the object of study subject).
Hidden curriculum (more attention to children; boys: competitive, creative, aggressive and rebellious; girls: orderly, peaceful, passive and unambitious). To the extent there those who recommended gender separation in order to increase the confidence of the girls in the areas where the boys are protagonists.
Curtmetratge d'animació Centenari de l'accés de les dones a les universitats espanyoles
Aquest curtmetratge d'animació el va realitzar el Centre Dolors Piera d'Igualtat d'Oportunitats i Promoció de les Dones de la Univeristat de Lleida amb la Florence
Henrard, cineasta d'animació, per commemorar el centenari de l'accés de les dones a les universitats espanyoles 1810-2010.
https://youtu.be/I_g6ri2N9YM