T.

R YANGCO CATHOLIC EDUCATIONAL INSTITUTE INC

BARANGGAY SAN JUAN, SAN ANTONIO, ZAMBALES

S.Y 2023-2024

“THE IMPACT OF GENDER INEQUALITY ON ACADEMIC

PERFORMANCE OF STUDENTS”

In Partial Fulfillment of the requirements for English 10

April 29, 2024

Submitted by: Frincess Paula R. Cantil

Submitted to: Mr. Earl Vincvent S. Manglicmot
 INTRODUCTION

Many times, education is heralded as the cornerstone of opportunity and progress, providing a means
of achieving both individual fulfillment and society growth. But gender differences still stand in the way of
achieving quality and equity in education. Significant differences in academic achievement still exist despite
efforts to attain gender parity in enrollment, with consequences that go well beyond the classroom. In order
to better understand the effects of gender inequality on academic achievement, this research will look at the
implications for individuals, communities, and society as a whole.

Gender disparity has historically been present in education, with many countries significantly
favoring men's access to educational opportunities. Even though it has been easier for women and girls to
obtain school, there are still differences in academic achievement measures including test scores, graduation
rates, and topic choices. Studies reveal that unequal results in academic achievement can be attributed to
socioeconomic position, gender stereotypes, biased teaching methods, and cultural expectations.

The purpose of this paper is to educate the students about the possible impact of gender inequality on
academic performance and why gender equality is very important. It can also persuade them to respect
someone's gender identity and gender orientation. This paper can be beneficial to the students. Students can
educate themselves through this paper because it provides facts and solutions to a specific issue. To the
future researchers. Future researchers can use this paper as a guide and to support their studies.

This paper is all about how gender inequality influences the academic performance of students. It
generates several obstacles that obstruct educational possibilities and results among all boys and girls. These
hindrances are resource accessibility disparities, difference in motivation and engagement, biased teachers’
evaluations, and the hostile school environment encountered there. If we consider these problems, it would
be possible to strive for equality between genders in education with a view of making sure that every scholar
can achieve equal academic success irrespective of his/her sex.
 The literature provides ample evidence of the gender differences in academic performance between
male and female students, including differences in test scores, grades, and educational attainment. These
discrepancies are common in a variety of educational settings and disciplines, even though their type and
degree may differ depending on the situation (OECD, 2015). These differences can take many various forms.
For example, girls tend to perform better than boys in language arts and humanities classes, while boys tend
to perform better in math and STEM professions (Hyde et al., 2008). These variations may have an effect on
pupils' hopes for the future, sense of self, and future prospects.

Academic achievement is strongly influenced by socioeconomic status (SES), and gaps are
exacerbated when socioeconomic factors and gender meet. Low-income students have more difficulty getting
access to good educational opportunities, resources, and support networks. Studies suggest that girls from
underprivileged families can be more susceptible to the detrimental impacts of poverty on their academic
achievement (Sirin, 2005). Differential results in academic attainment can be caused by financial limitations
that restrict access to educational resources, extracurricular activities, and educational support.

Results in terms of academic achievement are significantly shaped by cultural norms and expectations
regarding gender roles. Boys' and girls' educational paths can be influenced from an early age by societal
judgments of their capacity for learning and goals. For instance, boys may be pushed to pursue more
"masculine" fields of study in certain cultures, while girls may be encouraged to emphasize home tasks over
academic endeavors (Archer et al., 2012). Cultural norms have the potential to affect students' academic
performance by affecting their motivation, self-efficacy, and academic engagement.

Gender differences in academic achievement are largely perpetuated or mitigated by educational

institutions. Institutional hurdles, gendered curricula, and biased teaching methods can all work against
marginalized groups' access to and experiences in education, particularly women and girls. According to
research, females may experience gender bias in the classroom in the form of differing instructor attention
and feedback, which can have a detrimental effect on their academic achievement. Furthermore, females may
be discouraged from pursuing academic achievement in STEM professions by the dearth of female role
models in these fields and the restricted availability of mentorship opportunities.
Indeed, addressing gender inequality in academic performance necessitates a holistic approach
involving various stakeholders and strategies. Policymakers play a crucial role in driving systemic change
through policy reforms that prioritize equity and inclusion in education. Initiatives aimed at reducing socio-
economic disparities can include targeted funding for schools in disadvantaged areas, provision of resources
such as textbooks and technology, and support for students from low-income backgrounds through
scholarships or financial aid programs.

Combatting gender stereotypes requires proactive measures to challenge ingrained beliefs about the
capabilities and interests of boys and girls. This can involve curriculum reforms that promote gender
diversity in subject choices and career pathways, as well as teacher training programs to foster awareness of
unconscious biases and promote gender-sensitive pedagogy. Inclusive curricula that reflect diverse
perspectives and contributions can help create a more supportive learning environment where all students
feel valued and empowered to succeed.

Empowering girls and women in education is essential for addressing gender inequality and
promoting academic excellence. Initiatives to promote female empowerment can include mentoring
programs, leadership development initiatives, and outreach efforts to encourage girls to pursue traditionally
male-dominated fields such as STEM (science, technology, engineering, and mathematics). Providing role
models and opportunities for girls to envision themselves in non-traditional roles can help break down
barriers and expand their aspirations.

Fostering partnerships between schools, families, and communities is critical for enhancing the
educational experiences and outcomes of students. Collaborative efforts involving parents, teachers,
community leaders, and policymakers can create a supportive ecosystem where students receive consistent
support and encouragement to excel academically. Community engagement initiatives such as after-school
programs, parent workshops, and career fairs can help bridge the gap between home and school, reinforcing
the importance of education and providing students with additional resources and opportunities for growth.

CONCLUSION
 To sum up, tackling the widespread problem of gender disparity in academic achievement
necessitates a thorough and diverse strategy that includes institutional interventions, regulatory changes, and
active community involvement. Because of the intricacy of this issue, many stakeholders—including
legislators, educators, parents, students, and community leaders—need to work together. Through giving
priority to programs that aim to lessen socioeconomic gaps, dispel long-standing gender stereotypes, and
empower women in the classroom, stakeholders can work together to create an inclusive and equitable
learning environment that will enable all students—male or female—to flourish.

One of the main strategies for eliminating gender imbalance in education is policy change. Legislators
must promote fairness and diversity in educational institutions by passing laws and putting rules into place.
This can involve providing funding to educational institutions in marginalized areas, putting specific
interventions into place to assist kids from low-income families, and guaranteeing that every student has fair
access to high-quality instruction. Policymakers can foster a revolutionary shift in educational results by
tackling systemic disparities and structural constraints.

In order to establish encouraging learning environments that support academic performance for all
students, institutional actions are crucial. The adoption of inclusive curricula that represent a range of
experiences and viewpoints, as well as gender-sensitive pedagogy, must be given top priority in educational
institutions. This involves giving teachers opportunities for professional development so they may become
more conscious of gender biases and give them the resources they need to establish inclusive classrooms.
Institutions can also set up support networks that cater to the individual requirements of students and
encourage their holistic development, like extracurricular activities, counseling services, and mentorship
programs.

Reinforcing the values of fairness and inclusion in education requires active community engagement.
Schools, families, and communities working together can improve children' educational experiences and
results. Through outreach programs, workshops, and parent-teacher associations, parents and caregivers can
become active partners in their children's education. Organizations and leaders in the community can assist
with educational programs that allow kids to realize their full potential and advance gender equality.
Communities may establish a more supportive and cooperative culture that makes students feel
appreciated and motivated to achieve academic success. To put it simply, resolving gender disparities in
academic achievement calls for a concerted effort over time from all parties involved. Stakeholders may pave
the path for a better and more equal future for all students by banding together to prioritize projects that aim
to challenge gender stereotypes, empower girls and women in education, and reduce socioeconomic gaps. We
can establish an educational environment where all people, regardless of gender, have the chance to reach
their full potential and make a significant contribution to society by working together and being committed to
change.
 REFERENCES

Archer, L., DeWitt, J., & Willis, B. (2012). Adolescent boys' aspirations in the transition to adulthood: 'I
wanna be like you'. Journal of Youth Studies, 15(4), 512-526.

Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities
characterize math performance. Science, 321(5888), 494-495.

OECD. (2015). The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence. PISA, OECD
Publishing.

Sadker, M., & Sadker, D. (1994). Failing at fairness: How America's schools cheat girls. Touchstone.

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research.
Review of Educational Research, 75(3), 417-453.

UNESCO. (2019). Teaching and learning: Achieving quality for all. UNESCO Publishing.