Statement of the Major Hypotheses: 7

Part A: The Formal Curriculum 7

Organization of The Formal Curriculum 7

Content of The Formal Curriculum 8

Part B: The Informal Curriculum 9 Process of The Informal Curriculum 9

Structure of The Informal Curriculum 9

Chapter 1: Theoretical Paradigm of Conflict Theory 10

Chapter 2: Historical Background of Education 13

Chapter 3: Result Findings and Interpretation 18

Part A: The Formal Curriculum 18

The Organization of The Formal Curriculum and:

i) The Unequal Participation of Genders in Outdoor

Playground and Indoor Classroom Activities 19

ii) The Unequal Gender Participation in the Assignment of Tasks 26

The Content of The Formal Curriculum and:

i) The Unequal Academic Instruction of the Genders in the

Categorization and in The Emphasis on Subjects Taught 29

ii) The Unequal Academic Instruction in The Representation

and The Portrayal of Genders in Instructional Materials 34

Elementary schooling in Canada consists of junior kindergarten or kindergarten to grade eight. In these grades, students are mostly "taught several subjects" by one teacher, which permits "integration of content from one" subject "area to another", as well as produces a "child-centred pedagogy" (Gaskell, 1991: 63). Despite the fact that curriculum directions are created by "ministries of education", the "advisory committees" are usually representative of government officials and teachers, rather than the general public (Gaskell, 1991: 64). As such, the curriculum is implemented and practiced subjectively by teachers, in the classrooms in which they teach (Gaskell, 1991: 64).

Chapter 5: Recommendation To Eliminate Gender Inequality 68

Education maximizes individuals' chances of academic success, by preparing them to either engage in further academic education or to participate in the occupational structure. Therefore, the performance of male students in comparison to female students, has a strong relationship to their social and economic attainments when they leave the social institution of education. However, the educational system has largely failed to promote an egalitarian society, for the outcomes of education are not the same for all individuals and for all groups. According to Conflict Theory, capitalist societies reproduce themselves through the transmission and the perpetuation of a dominant culture. As such, education is but another institution within the superstructure of a capitalist society, which is controlled by the elite. Organized to serve capitalist priorities of profit and labour market discipline, the educational system falls short of its potential of imparting equality rather than divisions in society. Therefore, education prepares students for the division of labour along traditional gender lines that are produced and reproduced through the operation of two distinct cultures: the masculine and the feminine.

STATEMENT OF THE MAJOR HYPOTHESES

The organization of the formal curriculum generates, on the one hand, unequal gender participation in the coordination of outdoor and indoor classroom activities, and in the members of the groups chosen for the activities. In both the execution of the activities and in the assignment of students to the groups for participation in these activities, females and males are segregated from one another. That is, females are more likely to be assigned to interactive and cooperative groups, while males are designated to aggressive and competitive groups. On the other hand, the organization of the formal curriculum produces unequal gender participation in the selection of tasks to be completed, and in the allocation of specific tasks to be performed by students. In the types of tasks chosen, as well as in the selection of students to carry out particular tasks, the tasks to be performed by students are chosen according to female and male stereotypes. As such, females are more like!

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