Gender Inequality: Inequality Rooted in Gender Difference - Report Sample

Introduction

Gender is a social marker of economic and social stratification as a consequence of exclusion. Gender stereotypes reinforce gendered identities while constraining women's and men's behavior in a way that results in inequality. Historically, gender differences have been at the core of social and economic injustice, and women have faced fundamental disadvantages (Tepperman & Curtis, 2011, p. 351). Despite recent changes in formal equality like the introduction of protection for women in the Constitution Act, 1982, and the Charter of Rights and Freedoms, informal barriers are still present, leading to the discrimination of women (Tepperman & Curtis, 2011, p. 89). The Canadian education system has not been immune to discrimination towards women; in fact, some argue that schools have been vessels for inequality (Knudson-Martin & Mahoney, 2009, p. 45).

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Background

Education is a significant way of how socialization occurs, according to structural functionalists. Also, society is obsessed with assigning social statuses to people according to the perceived level of "success." Using such a perceived level of success to assign individuals into groups is called ascribed status. The desire to gain an upward status is what reinforces the emphasis put on social status. This desire has made people, including Canadians, believe that getting a certain level of educational achievement will lead to climbing the social ladder, increasing their capital, and ultimately achieving a higher ascribed status.

Besides, the education system sorts individuals into categories that send messages to prospective employers regarding individuals' abilities in an approach known as signaling theory. Many scholars suggest that this may lead to economic inequality based on where an individual receives post-secondary education (Tepperman & Curtis, 2011, p. 349). For example, men have dominated the fields of engineering and medicine, and women tend to study education and nursing. Although many of these jobs require similar educational achievement, education, and nursing is not comparable to medicine and engineering in terms of financial reward (Tepperman & Curtis, 2011, p. 351). Connell (1996) argues that a symbolic structure in education is the 'gendering of knowledge,' which refers to teachers defining certain subjects or areas as 'masculine' and others as 'feminine' (Connell, 1996, p. 214).

Also, as a consequence of the sorting of people into different categories, there emerges a division of primary and secondary labor wage markets. The primary labor market (high wage, secure, and highly skilled jobs) and the secondary labor market (low-paying, generally unstable, and unskilled jobs (Tepperman & Curtis, 2011, p. 350). The placement into each category is related mainly to social traits, backgrounds, and abilities that have been achieved through formal post-secondary education (Tepperman & Curtis, 2011, p. 350). It is essential to recognize that even in modern society, women make up a large portion of the secondary labor market and, therefore, consistently earn less, have less job security, and face more inequality in hiring practices (Fausto-Sterling, 1992, p. 5).

In Canada, compared to the men who earn an average of $47,000, women earn $30,100 (Williams, 2010). Accordingly, women who have a post-secondary certificate or diploma make 71.2% of what men with the same education level (Williams, 2010). Women who attain a university degree earn only 68.3% of what men with a university degree make. In comparing the earnings ratio between men and women across distinct occupations, women and men tend to have the least wage disparity is typically labeled 'feminine' vocations such as natural sciences (on average, women earn 83.5% of men's fees), teaching (83%), artistic/recreational (85.4%) and clerical (81.5%); and the most wage disparity in medicine/health (56.8%), manufacturing (55.7%), occupations unique to primary industry (49%), and government/religion/social sciences (49.8%) (Williams, 2010).

Post-Secondary Education Bias

Conflict theory suggests that the educational system facilitates inequality based on gender and race (Tepperman & Curtis, 2011, p. 362). Conflict theory applies to the inequality in the education system as we see the marginalization of women in the education system. An excellent example is before confederation, where girls were required to stay at home and fulfill familial duties while boys went to school. When such girls wanted to join post-secondary education, they were guided to a path of social sciences such as nursing and teaching. Comparatively, highly skilled, and men mostly dominate well-paying jobs. Such discrimination in post-secondary education has led to the socioeconomic differences between women and men. Stratton et al. (2005) suggest that there is still a form of informal discrimination within medical schools (Stratton et al., 2005, p. 402). This study found that women tend to think about discrimination and sexism before deciding which medical specialization to enroll (Stratton et al., 2005, p. 403).

Further other researches show that once women gain popularity in specific job markets, the job sector prestige decreases (Banks, 1988, p. 137). Accordingly, women who fight gender stereotypes, and succeed in male-dominated vocation, receive less pay for equal job opportunities. This research reinforces the fact that there have been courses culturally defined as male and others as female (Banks, 1988, p. 137). Consequently, the stereotype influences women's decision-making, increasing the disparities with men and exposing them to lesser economic gain benefits compared to men (Stratton et. al, 2005, p. 402).

Despite the change in social perceptions, historical stereotypes continue to be reinforced, where women do not achieve the same economic and social status compared to men. Socioeconomic conditions continue to be primarily influenced by education. In a report released by Statistics Canada, the authors suggest that education level can almost entirely explain the decline in economic inequality between genders since the 1980s (Coulombe & Frenette, 2007, p. 24). This evolving trend indicates that education level is perhaps the most significant predictor of socioeconomic class. The 1982 Constitution attempts to address the issue of inequality. Despite the constitutional changes, gender remains permissive in culture, making it difficult for women to achieve true socioeconomic equality.

Education is an area that ought to provide learning opportunities and support, but it fails to offer solutions to distinct problems faced by women. The pillar of our society is the equality of every individual regardless of race or gender. As a consequence of the lack of solutions, women face discrimination and inequality in the educational system. Despite the historical inequalities, gender researchers need to be cognizant that not all gender disparities favor men. In recent years, trends in educational gains show a changing trend, where more women have higher educational attainment levels than men. In dealing with gender equality, policymakers need to promote greater equality by not lowering the standard of the already dominant (males) group. Gender equality is about giving equal opportunities for both genders. It is not about transferring the rights from one group to another.

Conclusion

The process of achieving social and economic equality is long and slow but very possible. Although overt sexual discrimination against women in schools’ decreases, an even more damaging form of covert sexism and gender-bias remains (Stratton et. al, 2005, p. 402). Until 'informal' barriers such as discrimination, social injustice, and stereotypes are eliminated, social and economic inequality will remain a significant issue for women. People need to be educated about the implicit stereotypes that exist to be aware and avoid continuing with such discrimination. Discriminative tendencies are picked from a young age; education on such biases should start at the elementary level. At the government level, policy changes can reduce educational gender bias, which has dire social consequences across the board. At a personal level, pausing and examining own beliefs and practice is the beginning of changing our own unconscious beliefs. To gain traction in pursuing gender inequality over the years, people must engage straightforwardly in issues of sociology, history, and justice. There is sheer power in the act of reflection; this is where change starts, and the most potential lies.

References

Banks, T. L. (1988). Gender bias in the classroom. Journal of Legal Education, 38(2), 137-146.

Cool, J. (2010). Wage Gap Between Women and Men. Ottawa: Library of Parliament. Retrieved from http://www.parl.gc.ca/Content/LOP/ResearchPublications/2010-30-e.pdf

Connell, R. W. (1996). Teaching the boys: New research on masculinity, and gender studies for schools. Teachers College Record, 98(2), 206- 235.

Coulombe, S., Frenette, M. (2007). Has Higher Education among Young Women Substantially Reduced the Gender Gap in Employment and Earnings?. Ottawa: Statistics Canada. Retrieved from http://www.statcan.gc.ca/pub/11f0019m/11f0019m2007301-eng.pdf

Fausto-Sterling, A. (1992). Myths of Gender: Biological Theories About Women and Men. New York, NY: BasicBooks.

Fausto-Sterling, A. (2009). Dueling dualisms. In A. L. Ferber, K. Holcomb, & T. Wentling, Sex, Gender & Sexuality (pp. 6-21). New York: Oxford University Press, Inc.

Knudson-Martin, C., & Mahoney, A.R. (2009). Couples, Gender, and Power: Creating Change in Intimate Relationships. New York, NY: Springer Publishing Company.

MacNeill, T. (2011, November 23). Schools and education [PowerPoint slides]. Retrieved from University of Ontario Institute of Technology WebCT site:
http://www.uoit.ca/connect

Stratton, T.D., McLaughlin, M.A., Witte, F.M., Fosson, S.E., & Nora, L.M. (2005). Does students’ exposure to gender discrimination and sexual harassment in medical school affect specialty choice and residency program selection?. Academic Medicine, 80(4), 400-408.

Tepperman & Curtis. (2011). Social Problems: A Canadian Perspective, 3rd Edition. Toronto: Oxford University Press.

Williams, C. (2010). Economic Well Being: A Gender-based Statistical Report. Ottawa: Statistics Canada. Retrieved from http://www.statcan.gc.ca/pub/89-503-x/2010001/article/11388-eng.pdf