Females have historically been marginalized in education. Even when education was made compulsory back in 1763, females were (regardless of class or status) still left out, being given only the opportunity to learn how to read and then were sent off to schools where they had to learn how to sow, etc. Males on the other hand were encouraged to finish their education as far as the family income allowed it.

Feminist sociologists began looking at why, despite the fact that females- when allowed to go to school- often performed better than males at school, they were still left out. They explained it thus. Through Gender language in education they found the wider society reflected and how school textbooks ofte

n used language to enforce the ideas of males and females. Teachers’ of use terms like ‘he’, ‘him’, ‘his’, and ‘men’ when referring to a person or people reinforced gender language. This is a downgrading use of language to females which makes them seem. Through Gendered roles they learned how school text books tend to represent males and females in traditional gender roles, eg. women as mothers and housewives. This is especially noticeable with reading schemes from the 1960s and 1970s. Through Gender stereotypes males get representation as the more adventurous and physically strong sex. They are also seen as having more opportunities than females. Females seem more caring and are seen as more interested in domestic matters. They are also seen as followers and males are seen as leaders.

Although females seem to be consistently put down by societies that just won’t accept that they are as academically cleve

Some topics in this essay:
History Subject, Education Colleges, Chemistry Female, , males females, Art Needlework, gender language, gender language education, subjects lower, females males females, females males, gendered roles, males seen, gender stereotypes, subjects subjects, male subjects, female subjects,