Youth and Education - Essay Example

Youth and Education Student’s Name: Institutional Affiliation: Date Assignment is due: Youth and Education Introduction Youth education is always linked to gender especially since this is the time when differences between genders begin to make sense to the students. The discussion about gender and education is not ne it has been the agenda of researchers in developed and developing countries for years (Collins, Kenway & McLeod, 2000). The main focus of the discussion has been thee inequalities that present themselves in education between the genders. In addition, there have been discussions on how gender affects the education of youth. Gender affects youth education in different ways most of the time presenting a problem in equity. Social change, individualism and social justice affect the gender, education and the youth. The issue of gender in youth education varied in levels in different countries. Education is influenced from the curriculum, the textbooks used and the attitudes of instructors and students themselves (Collins, Kenway & McLeod, 2000). In addition, there are emerging connections between gender and violence in schools. This paper will focus on the issue of youth and education, and specifically how gender is linked to the issue. Literature Review The theory of hegemonic Masculinity This theory is based on the belief that there is a common male behavior that is or should be exhibited by men that is based on the cultural norms of a society. Hegemonic masculinity is characterized by manifestation of dominant behavior by some males who deem themselves as superior than other subordinate males and females. Dominance takes place when their other party is subordinate (Galdas, 2009). The proponents of the theory are that the characteristics that are displayed by these males are no necessarily the most popular but are the most socially acceptable and they contribute to the inferior nature of females. Characteristics like being aggressive, having ambition and self reliance are encouraged for males and viewed as a positive thing but the same are discouraged for women and those who exhibit them may face social injustice and discrimination. The theory has been criticized and is said to ignore the reality that men have instabilities too making men fall victim to the theory too (Galdas, 2009). Youth education and the diversity it presents have given people a forum to instill the good practices of the theory and get rid of those that do not benefit all genders. Feminist theory This theory is a projection of feminist activities into theoretical discourse. It is focused on the understanding of gender inequality and the society’s influence on women’s social roles. It critiques gender issues while slanting more toward the promotion of women’s rights in the social, occupational and educational arena (Worell & Johnson, 1997). The theory has been advanced by changes in the society that in turn lead to changes in how people receive the theory. At the beginning, it had to be an aggressive campaign but the aggressiveness is sometimes criticized because it leads to overlooking rights of the males. Social change One of the characteristics of social change in most countries is increased emphasis on gender equity. This equality is advocated for in education and occupation. Different countries react differently to the issue and based in their policies, they put different emphasis on the said issue. In some counties, gender initiatives are started from the bottom up making implementation harder. France, the United Kingdom, Scandinavia and Germany are examples of such countries. Other countries leave such projects to the European Union like Portugal, Poland, Czech Republic and Slovakia. However, countries like Brazil and Australia (McLeod & Dillabough, 2007) are hands on in developing initiative for promotion of gender equality. In almost all cases, these initiatives face criticism. For there to be effective social change, there is need to comprehend how gender is created and recreated in different circumstances. To understand we must identify with how gender is manifested in different educational circumstances. There are clear gender variations in the academic performance of students (Martino & Pallotta-Chiarolli, 2005). Research done on Australian high schools shows that girls perform better than boys especially at the end of high school. As a result, there are additional differences in progression to further education (McLeod & Dillabough, 2007). The inclusion of technology in education has helped the youth to come to a better understanding of gender issues and thus, has promoted it. Technology has changed the society and in turn, how people view gender equality. Student can now source for information from the internet and read it on their own without interference from outside factors that may promote gender inequality. Inclusion of technology in the society context enables them to make informed decisions and pulls them away from beliefs that have been propagated in the past that result in gender inequality. However, technology and the freedom to use the internet for getting information are not equal in all countries. Those that struggle with democracy and freedom are yet to embrace technology fully in their educational systems without bias. The social characteristic of a country or a particular group is made by the nature of their social interactions amongst each other and with other groups. If this interaction changes, it initiates a change in the social structure. For instance, in third world countries, interaction between the genders is often governed by cultural and societal norms. However, most of the youth who were educated in the late 20th and the beginning of the 21st century have changed how they interact. This has in turn changed the society that they live in bringing about equality between the genders and more effort has is made to promote this in schools and other institutions. The new societal view has also affected the curriculum and teaching methods that are employed in schools. Texts and examples in books now include more examples of where men and women are at an equal level. In addition, they also contain information that does not place blame of failure on gender but on personal issues. However, it is only the developed, developing and democratic countries that embrace this new form of youth education wholly and there are still some countries where the youth are reluctant or are not allowed to think along these lines. The approach that is advocated for as the society changes is that though people have different needs, they should be subjected to equal opportunities. The capability of boys and girls to go to school changes and male and female teacher also have different experiences and priorities that should be addressed. So as to ensure that one side does not abuse its capabilities or have too much influence, there should be equal opportunity for expression. For instance, in universities, male and female lecturers should have equal opportunity for teaching so that the students get to hear from both sides and make their own decisions. The frequency of information affects how it is understood, retained and practiced. Therefore, no side should have more opportunities than the other. Societal changes advance the equal opportunities and freedom for each side to express what they view as important (Martino & Pallotta-Chiarolli, 2005). It is unfortunate that some societies still perpetuate inequalities with girls being the victims in majority of the cases. A report from UNESCO (2006) shows that, in third world countries, schools are sometimes too far away for girls to get to without male companions. This is especially hard for disabled girls. Even in the cases where there are all-girl schools, they have a hard time going. These schools are also characterized by high male teacher staffing and poor sanitation which may make the girls reluctant to attend. Some societies in third world countries have not achieved a male female comfort zone where girls can go to a school that all teachers are male without feeling uncomfortable (Kirk, 2006). Travelling to get to educational institutions presents a risk factor for both boys and girls in these societies. Boys may face forced recruitment into rebel militia and may become child soldiers cutting their education short. Girls face a higher risk of sexual violence. These violent incidences are sometimes so severe that the students are forced to choose safety over studies. Sometimes when this happens, those in institutions with boarding facilities, like universities, are attacked at school (Kirk, 2006). Individualism Individualism influences the education of youth in different ways. At the stage of being a youth, individualism is magnified in terms of personal preferences and seeking personal prosperity and gain. This development affects the emotional status of students. If a student has emotional problems, they are less likely to prosper while those who can manage their problems prosper. Gender differences are reflected in emotional status and make them just as different. Emotions in turn affect the student’s attitude to education personality and motivation to learn. A study was done on 565 students from five high schools in Wollongong, Australia. The number of males and females was roughly the same. They each completed answering a questionnaire that had a hope scale that was designed like a likert scale. Also, it had a personality measure which included the self esteem measure by Rosenberg that has ten items. In addition, conscientiousness underwent measurement with a scale of 16 items by Mak. There was also a questionnaire for measuring parental authority by Buri. Finally, there was a measure for attitude to education by Frnham ND Gunter (Vialle, Heaven & Ciarrochi, n.d). Result from the study showed that girls scored higher in areas like mother’s authoritative parenting, conscientiousness, positive attitude to school and hope. Boys scored higher in areas like being tough minded. The variables that were measured affect emotions and academic outcome. This is to say that they are factors that affect education and they present themselves differently depending on gender. The variables measured contribute to the individualism of each individual thus; the study shows how individualism affects youth and education (Vialle, Heaven & Ciarrochi, n.d). The variables that were measured each affect education in differing ways. Low self esteem is found to lead to failure in assessment and negative attitudes towards schooling. Higher self esteem results in better performance (Vialle, Heaven & Ciarrochi, n.d). Another factor is that conscientiousness is a determinant of the level to which an individual is persistent and organized. As a result, it is found to be a predictor of academic performance. Those with higher levels of conscientiousness are found to be more productive in education. Being tough minded also predicts academic performance. Studies show that there is a negative connection between being tough minded and academic performance in that students who show an interest in education and school are low when it comes to being tough minded (Vialle, Heaven & Ciarrochi, n.d). From this, it was derived that students who are tough minded are characterized by poor motivation, adjustment and work habits. On the other hand, when a student is hopeful, it will make them better in school. This is because they will have higher expectations about academic performance. This expectation will most likely result in more success than those who may not expect the same. Also, authoritative parenting is linked with higher academic achievement (Vialle, Heaven & Ciarrochi, n.d). According to the results, there are obvious gender differences in the variables that constitute emotions and, in a broader sense, individualism. These differences lead to differential outcomes in academics. There are different patterns of gender on an array of personality and family measures. Since national statistic in Australia show that females perform better than men, it is no surprise that they scored higher in the variables that predict good academic performance. The study served to prove the fact. The results on conscientiousness had the biggest difference between the two genders. It is also the most significant predictor of academic outcome. It is also associated with hope in that those who had high scores in hope also had them in conscientiousness. The individualism that results from having these characteristics is associated with self-discipline, setting clear goals, being diligent and emotional well being; all of which contribute to higher academic performance. The authoritative parenting approach used by the mother is a democratic one where the student is given clear rules and goals to achieve and there are discussions before educational decisions are made. This kind of parenting contributes positively to the individualism of the student and in turn; higher educational achievement. On the other hand, males scored higher in being tough minded, depression and anxiety. These variables are associated with lower academic performance. The disparities between gender models in the various measurements are directly proportional to the ones in academic performances. Taking this into consideration, equity in education of the youth of different genders does not mean just giving equal chances to both genders but also intervening in ways that will be significant to both sides when it comes to methods of educating them. The equality in this case will be achieved by both genders being provided by what they need, which may not be necessarily the same. Different interventions should be used to address the students who are at risk (Vialle, Heaven & Ciarrochi, n.d.). Another aspect of individualism is that which is outside the person. That is, a person can have individualism but so does a group. In this case, the group being referred to is the youth. The youth have their own characteristics that shape their individualism. There are various factors within this characters that influence the academic attitudes of the youth. The culture that the youth have embraced should be considered even if it is not the society’s culture. For instance, in this era, they youth have incorporated technology into almost every aspect of their lives. Therefore, when coming up with educational curriculum and policies, technology should be included. Social justice All types of education are important to the realization of human rights and social justice. If the youth are educated, they will promote social justice because they understand the significance of social justice. Developing countries have engaged in numerous education programs that promote social justice amongst the youth. An example of such a program is the Philippine Youth leadership Program. In this respect, social gender should be addresses in youth education so as to promote transformation in social justice beliefs and practices. Through critical pedagogy or teaching, the youth who are involved should be able to advance the changes and struggles when it comes to combating sexism and other forms of gender discrimination (Ty, n.d.). In turn, this will produce an outcome of equality for all. The educational approach to justice is not just psychological but also social. The changes that a person makes within themselves to view all as equal and deserving of the best should be promoted by what they display, thus changing things in the social arena. The result of this is social justice. In developing countries such as Philippines, the realization of social justice brings about other changes in attainment of peace and better implementation of human rights (Ty, n.d). However, though positive changes in social justice are experienced in Philippines, most third world countries, especially in Africa, are plagued by the negative norms. These are advanced by the poor financial status of the families in these societies (Kirk, 2006). They are forced to choose who to educate and who not to educate. Often, boys are chosen over girls and the girls are forced to do labor to generate income for their families. As a result, the female youth of these societies are plagued by additional problems like early marriages that are barriers to their education. These are the effects of social injustice that has plagued them. UNESCO (2006) advocates that educational facilities should be built in these areas as a form of intervention for social justice in that parents will not have to choose anymore and the youth who emerge from these educational programs will be enlightened. Conclusion Results from studies prove the obvious fact that there are differences between the genders when it comes to youth and education. However, it is these differences that help the youth to make differences in the society in their own unique methods. Educational institutions should cater for the needs of both genders and the society should support the endeavor. In developing countries, the discussion should move away from each gender working alone towards how each can be strengthened by the other to benefit the youth and society as a whole. The changes should begin from schools. However, there are still some societies that have a long way to go before they get to the same place as the developed countries and most of the developed ones. Social change, individualism and social justice are all themes that affect the education of the youth and gender has an effect on the themes. References Collins, C., Kenway, J. & McLeod, J. (2000). Gender debates we still have to have. Australian educational researcher, 27, 37-48. Galdas, P. M. (2009). ‘Men, Masculinity and Help-Seeking.’ In: Broom A. and Tovey P. (Eds). Men’s Health: Body, Identity and Social Context. London: John Wiley and Sons Inc. IASC Gender Handbook. (n.d.). Gender Education and Emergencies Kirk, J. (2006). Advocacy Brief: Education in Emergencies: The Gender Implications. UNESCO, Bangkok, 2006. Retrieve 16th May 2011 from http://www2.unescobkk.org/elib/publications/092/ Martino, W. & Pallotta-Chiarolli, M. (2005). ‘Introduction’, Being normal is the only way to be: Adolescent perspectives on gender and school. Sydney: UNSW Press. P. 1-29. McLeod, J & Dillabough, J. (2007) Social-spatial exclusion, gender and schooling: perspectives from Canada and Australia, Redress. Journal of the Association of Women Educators, 16(1). Ty, R. (n.d.).Youth and Adult Education for Social Change in the Philippines: Linking Education with NGOs, Social Movements and Civil Society. Human Rights Education In Asia- Pacific, P. 111-137. Available at http://www.hurights.or.jp/archives/asia-pacific/section1/09ReyTy.pdf Vialle, W., Heaven, P. C. L. & Ciarrochi, J. (n.d.).Gender differences in the first year of a longitudinal study of adolescent emotional well-being and academic outcomes. Retrieved May 16, 2011 from http://www.aare.edu.au/04pap/via04495.pdf White, R. & Wyn, J. (2008). Chapter 9: Schooling youth’ in Youth and Society: Exploring the social dynamics of youth experience. Melbourne: Oxford University Press, p. 139-154. Worell, J & Johnson, N. (1997). Shaping the future of feminist psychology: Education, research, and practice. Washington, D.C.: American Psychological Association. pp.15-35. Read More