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Gender Differences in Literacy

March 24, 2016 | Author: | Posted in child, education

Running head : Gender Differences in Literacy

Gender Differences in Literacy

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Gender Differences in Literacy

Public education systems for example those in the US and UK have been built on the belief that they will provide equality of opportunity for all . So far these systems must as well cater for differing abilities in literacy and literacy development . National education systems have are inclined to expect children to have sensibly similar abilities and often suppose children enter education on [banner_entry_middle]

a ‘level playing field i .e , they come into the system with alike resources and backgrounds . It can be argued that schools have historically defined acceptable literacy practices and competencies in a manner which served the interests of the more influential dominant groups and classes . This propensity for schooling and literacy programmes to privilege certain groups takes place against rising concerns over the ‘gender gap ‘ and ‘linguistic minority learners

Social justice entails that ‘some basic level of material and psychological well-being (that is , income ) must not be withheld from individuals by society for arbitrary or capricious reasons (Gerber 1996 ,

. 62 . One argument for compulsory schooling is that access to schooling and literacy would foster an environment which will create equal opportunities and increased access to psychological and material well-being by fostering children ‘s ‘natural abilities ‘ and catering for their individual needs . This argument assumes that becoming literate and having access to schooling would provide the opportunity to compete according to ability , so that children ‘s occupational and future life chances would not be hindered by socio-economic disadvantage or other restrictions . It also implies that differences in students ‘ ability and the school environment are independent of wider social and cultural processes

There are , however , particular groups of students who may be perceived as experiencing barriers to literacy development which are associated with their cultural or socio-economic background or their gender . For example , the issues associated with students who are labeled with severe cognitive or individual difficulties are different from the issues relating to students who face socially constructed barriers to literacy development . The latter are seen to have an ‘underlying average ability , whereas the former group are not seen as being able to achieve at this level . This implies that there can be different ethical issues and pedagogical approaches associated with ‘severely disabled individuals ‘ from those associated with socially /culturally disadvantaged groups . An understanding of the social processes which underpin these barriers that socially disadvantaged groups face can lead to these groups achieving at the level of more privileged groups whereas this may not be achievable for severely disabled students . The implication of this is that there are particular concerns that schools need to address (Stanovich , K .E , 1986

how much emphasis should be placed on catering for individual differences and personal literacy needs versus recognizing the community need for a national schooling system to produce highly literate citizens to participate in vocational and democratic processes

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