Gender Equity and Equality

Gender equity and gender equality are related concepts, but they have distinct meanings and
implications. Understanding the differences between the two is essential in discussions about
promoting fairness and justice in relation to gender.

1. Gender Equality:

Definition: Gender equality refers to the equal rights, opportunities, and treatment of
individuals, regardless of their gender. It emphasizes the sameness of individuals and aims to
ensure that women and men have equal access to resources, opportunities, and benefits in all
aspects of life, including education, employment, and social and political participation.

Focus: Gender equality focuses on eliminating discrimination based on gender and ensuring
that both men and women enjoy the same rights and opportunities. It is about breaking down
gender-based barriers and addressing historical and systemic inequalities.

2. Gender Equity:- Gender equity, on the other hand, refers to the fair treatment, access, and
opportunities for all people, recognizing that there may be different needs and challenges based
on gender. It involves acknowledging and addressing the specific disadvantages that certain
groups, often women, may face to achieve fairness.

Gender equity recognizes that different groups may start from different positions and aims to
ensure that everyone has an equal chance of success. It involves adjusting policies and practices
to accommodate the diverse needs of individuals and redressing historical and structural
imbalances.

In summary: Gender Equality: Focuses on treating individuals the same, providing equal
opportunities and rights without regard to gender. It seeks to eliminate gender-based
discrimination and create a level playing field.

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Gender Equity: Focuses on fairness, acknowledging that individuals may have different starting
points or needs based on gender. It involves addressing specific disadvantages to ensure
everyone has an equal chance to succeed.

Both gender equality and gender equity are important for fostering a just and inclusive society.
The choice between the two concepts may depend on the context and specific goals of a given
initiative or policy. Ultimately, the aim is to create a world where all individuals, regardless of
gender, have the opportunity to reach their full potential.

Gender equity, why it exists, how to curtail gender equity.

Equality:- more commonly associated with social issues like same right, opportunities
and resources
Equity: - provides people with resource that fit their circumstances. WHO defines it the
absence of avoidable or remediable difference among groups of people.

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 Horizontal equity:- treating people who are already assumed equal in the same way. It is
useful in homogenous schools where each person really is given the same opportunities
in life but students come from a variety of backgrounds, some more privileged than
others
Vertical equity:- assumes that students have different needs and provides individuals
resources based on social needs. Challenge with equity vs equality is poverty
Advantage /benefit of equity
 Higher test scores
 Better health
 Stronger social atmosphere
 Longer life
 Economic growth
Tips in promoting equity in the classrooms
1. Every child is different and has unique needs, evaluate any challenges that students face
2. Cultivate an environment in your classroom where every student feels heard
3. Parent engagement
Provide equity training in schools

Affirmative action is generally considered an equity concept rather than an equality concept. The
distinction lies in the approach taken to address historical and systemic disparities between
different groups, such as those based on race, gender, or other characteristics.

1. Equality: The concept of equality focuses on treating everyone the same, providing equal
rights and opportunities without considering historical disadvantages or structural barriers. In an
equality framework, individuals are expected to start from the same point, and policies aim to
eliminate discrimination and ensure identical treatment for all.

2. Equity: Equity, on the other hand, recognizes that individuals or groups may have different
starting points due to historical and systemic factors. Equity aims to address these disparities by

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providing specific support or accommodations to those who have been historically
disadvantaged. The goal is to achieve fairness and equal access to opportunities, taking into
account diverse needs and circumstances.

Affirmative action in education

Affirmative action in education refers to policies and practices designed to increase opportunities
for underrepresented minority groups in educational institutions. The primary goal is to address
historical and systemic disadvantages faced by certain racial or ethnic groups, as well as other
underrepresented populations, such as women. The idea is to promote diversity and equal access
to educational opportunities.

Affirmative action can take various forms, including:

1. Admissions Policies: Educational institutions may implement policies that consider race,
ethnicity, gender, or other factors as part of the admissions process. This is done to ensure a more
diverse student body and to counteract the effects of past discrimination.

2. Scholarships and Financial Aid: Programs may be established to provide financial assistance
specifically to individuals from underrepresented groups, helping to reduce economic barriers to
education.

3. Outreach and Recruitment: Educational institutions may actively engage in outreach efforts
to attract and recruit students from diverse backgrounds. This can include targeted recruitment
events, partnerships with schools in underprivileged areas, and other initiatives.

4. Support Services: Affirmative action may involve the establishment of support services, such
as mentoring programs, counseling, or academic resources, to help underrepresented students
succeed in their educational pursuits.

Why do women fail in universities after affirmative action?

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1. Individual Differences: Academic success is influenced by individual factors such as
personal motivation, study habits, and aptitude. Some individuals, regardless of gender, may face
difficulties in adapting to university life, handling coursework, or managing time effectively.

2. Societal Expectations: Societal expectations and stereotypes can still influence individuals'
beliefs about their own abilities. Even with fair treatment, some women may face internalized
stereotypes or societal pressures that affect their confidence and performance.

3. Stereotype Threat: Even in environments with fair treatment, individuals may experience
stereotype threat, which is the fear of confirming negative stereotypes about their group. This can
impact performance, particularly in situations where there is anxiety about confirming
stereotypes related to gender.

4. Cultural and Family Expectations: Cultural and familial expectations can play a significant
role. Some women may face pressure to conform to traditional gender roles, which may affect
their choices and priorities in education.

5. Work-Life Balance: Balancing academic responsibilities with other life demands, such as
family obligations or work commitments, can be challenging for both men and women.
However, women may still disproportionately face expectations related to caregiving
responsibilities.

6. Mental Health Challenges: Mental health issues can impact academic performance. Women,
like men, may face mental health challenges that affect their ability to succeed in a university
setting.

It's crucial to approach these situations with a nuanced perspective, recognizing the unique
experiences and challenges that individuals may encounter. Gender is just one of many factors
that can influence a person's educational journey, and understanding the broader context is
essential in addressing barriers to success. Providing support services, fostering an inclusive
environment, and addressing systemic issues can contribute to a fair and equitable educational
experience for all individuals, regardless of gender.

While affirmative action has been implemented with the intention of promoting diversity and
addressing historical inequalities, it has also been a topic of debate and controversy. Critics argue

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that it can lead to reverse discrimination, while proponents believe it is a necessary tool to level
the playing field and create a more inclusive educational environment. Legal challenges have
been raised in various jurisdictions, and the application of affirmative action policies can vary.
The balance between promoting diversity and ensuring fairness remains a complex and ongoing
discussion in the realm of education.

WHY AFFIRMATIVE ACTION?

Addressing Historical Disparities: Affirmative action policies are designed to address historical
and systemic discrimination, acknowledging that certain groups have faced disadvantages in the
past.

Targeted Support: Affirmative action involves providing targeted support or preferences to

underrepresented groups to ensure they have equal access to oppotunities.

Redressing Imbalances: The goal of affirmative action is to redress imbalances and create a
more level playing field by actively promoting the inclusion of individuals from historically
marginalized groups.

While equality and equity both aim to promote fairness, affirmative action is a strategy within
the broader framework of equity, recognizing that additional measures may be needed to
overcome existing disparities and promote inclusivity. Affirmative action policies are often
implemented in areas such as education, employment, or contracting to ensure that historically
disadvantaged groups have equal opportunities for advancement.

Feminism and masculinity

Feminism:

Feminism is a socio-political and cultural movement that advocates for the rights and equality of
women on the grounds of political, social, and economic equality to men. It seeks to address and
rectify historical and systemic gender-based inequalities and discrimination. Feminism
encompasses a range of perspectives and approaches, from advocating for legal and policy
changes to challenging societal attitudes and stereotypes that contribute to gender inequality. It's

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important to note that feminism is not a monolithic ideology; different waves of feminism and
various feminist theories exist, each with its own emphasis and goals.

Masculinity:

Masculinity refers to the set of qualities, attributes, and behaviors traditionally associated with
men and the male gender. These characteristics can vary across cultures and historical periods.
Traditional notions of masculinity have often included traits such as strength, assertiveness,
independence, and emotional resilience. However, contemporary discussions around masculinity
recognize the diversity of ways individuals can express their gender identity. Positive
masculinity emphasizes healthy and constructive aspects of male identity, including emotional
intelligence, empathy, and the rejection of harmful stereotypes and behaviors. Like femininity,
masculinity is socially constructed and can be redefined to promote a more inclusive and
equitable understanding of gender.

1. Positive Feminism: - Positive feminism is not a widely recognized term, but it could refer to a
positive or affirming approach to feminist ideals and principles.

- Feminism, in general, advocates for the social, political, and economic equality of the sexes.
A positive feminist perspective would focus on promoting gender equality and challenging
stereotypes without diminishing the value of any gender.

- Positive feminism emphasizes collaboration between genders and the belief that dismantling
traditional gender roles benefits both men and women.

2. Positive Masculinity- Positive masculinity refers to an approach that challenges toxic or

harmful aspects of traditional masculinity while emphasizing positive and healthy masculine
traits.

- It acknowledges that societal expectations around masculinity can be restrictive and harmful
and seeks to redefine masculinity in a more inclusive and emotionally expressive way.

- Positive masculinity promotes qualities such as emotional intelligence, empathy, cooperation,

and a rejection of harmful behaviors such as aggression, dominance, or suppression of
vulnerability.

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Both positive feminism and positive masculinity aim to create a more inclusive and equitable
society by challenging and transforming traditional gender norms and stereotypes. They
recognize the importance of embracing a diverse range of qualities and behaviors for individuals
of all genders. It's about fostering an environment where everyone, regardless of gender, can
express themselves authentically and participate fully in all aspects of life.

Gender Stereotype in Education

A stereotype is a widely held and oversimplified belief or idea about a particular group of people
or things. Stereotypes are often based on assumptions, generalizations, or misconceptions and
may be rooted in cultural, social, or historical factors. They can be positive, negative, or neutral,
but they typically lack nuance and fail to account for the diversity and individuality within the
group being stereotyped.

Key characteristics of stereotypes include:

1. Generalization: Stereotypes involve applying a general characteristic or trait to an entire

group, assuming that all individuals within that group share the same features.

2. Simplification: Stereotypes simplify complex realities, reducing the richness of human

experiences and identities to a limited set of characteristics.

3. Persistence: Stereotypes can persist even in the face of evidence to the contrary. This
persistence is often fueled by cultural norms, media representations, or societal expectations.

4. Potential for Bias: Stereotypes can contribute to biased attitudes and behaviors, influencing
how individuals perceive, interact with, and make judgments about others.

It's important to note that stereotypes can be harmful and perpetuate discrimination, prejudice,
and inequality. They can affect how people are treated in various social contexts, including
education, employment, and interpersonal relationships. Challenging stereotypes involves
promoting a more nuanced understanding of individuals and groups, recognizing the complexity
and diversity of human experiences, and avoiding making assumptions based on superficial
characteristics.

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Gender stereotype in the classroom

Gender stereotypes in the classroom can manifest in various ways, influencing expectations,
behaviors, and opportunities for students based on their gender. Here are a few examples:

1. Subject Preferences:

Stereotype: There is a common stereotype that certain subjects, such as math and science, are
more suited for boys, while humanities and arts are more suited for girls.

Example: A teacher might unconsciously assume that boys are naturally better at mathematics
and science, leading to differential encouragement and support for male students in these
subjects

2. Leadership Roles

Stereotype: There's a stereotype that boys are natural leaders, while girls are expected to be
more nurturing and supportive.

Example: In group projects, a teacher might automatically assign leadership roles to boys and
assign girls tasks that involve organization or communication, reinforcing gender-based
assumptions about leadership abilities.

3. Behavior Expectations:

Stereotype Boys are often stereotyped as more assertive and active, while girls are expected to
be quiet and well-behaved.

Example: A teacher might subconsciously tolerate more disruptive behavior from boys, seeing
it as typical or expected, while expecting girls to be quieter and more compliant.

4. Sports and Physical Education:

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 Stereotype Boys are often associated with athleticism, strength, and competitiveness, while
girls are stereotyped as less interested in or capable of excelling in sports.

Example: Teachers might encourage boys to participate more in physical activities, assuming
that girls might not be as interested or capable, thus limiting opportunities for girls to develop
physical skills and confidence.

5. Language Use:

Stereotype: Boys are sometimes associated with assertive and direct language, while girls are
associated with more passive or polite communication styles.

Example: A teacher might interrupt or correct boys less frequently in class discussions,
assuming that assertive communication is more acceptable, while expecting girls to be more
polite and patient.

Impacts of stereotypes in teaching and learning.

A gender stereotype is a widely held belief or generalization about the behaviors and
characteristics attributed to women and men. Females are often portrayed as being emotional,
caring and in need of protection. Males are often characterized as being rational, career driven
and strong. These assumptions can be negative (eg women are irrational, men are insensitive) or
seemingly benign (eg women are nurturing, men are leaders). However, all stereotyping can be
limiting.

Gender stereotypes are complex and originate from local culture and traditions. Children learn
what constitutes female and male behaviour from their family and friends, the media and
institutions including schools and religious bodies. Gender stereotypes can have an adverse
effect on all genders, as young people find themselves regularly exposed to messages about how
boys and girls should look, behave and play. These socially accepted and often unconscious
ideas start to form in infancy

Gender stereotyping results from unconscious biases held by all of us. Unconscious bias happens
when our subconscious makes assumptions about people based on their background or perceived
background. Everyone has unconscious biases. An individual can be unconsciously influenced

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by a stereotype even if they do not rationally subscribe to it. Becoming aware of our biases and
working to counter them is an important way to combat the negative effects of gender
stereotypes. Unconscious bias arises because we have to process vast amounts of information
every second. In order to avoid being overwhelmed, our brains have to make assumptions based
on previous experience and find patterns to speed up decision making

How does gender bias manifest itself in the school environment?

Gender bias and its manifestations, gender biased teaching styles.

 Availability of female teachers,

 their participation in school management,

 gender issues in primary, secondary and tertiary institutions,

 gender issues in informal education.

In the classroom, unconscious bias can manifest itself in teacher–learner interactions. For
example, teachers may be more likely to praise girls for being well behaved, while boys are more
likely to be praised for their ideas and understanding.8 A disruptive girl may be treated
differently to a boy who exhibits similar behaviour. These expectations can be harmful to both
groups

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