The relationship between gender and education

Feminist activists and scholars have regarded this as a practice based on sexism and a modern-day elaborate example of insensitive gender inequality, yet this practice of undertaking the role of leadership and management and women taking the less administrative roles of teaching is a persistent presence. This is fueled by the ideology that men are naturally better at disciplining while women are regarded better in being caring. The main purpose of this paper is to review the research literature on gender-related issues in the educational leadership in Hong Kong while attempting to interpret the relationship between gender and education with a focus of outlining how gender influences educational management in schools. In the ever-evolving field of early childhood and primary school education female teachers are perceived as more conscientious and caring then men, while the latter are perceived as efficient in administration of discipline to primary school students this sole perception has prompted primary schools worldwide to dynamically recruit male teachers who are expected to serve as role models to male students in the course of learning this can be regarded as being efficient as logically the young student spend more time under the care of teachers more than their parents and guardians who might be with the only during the weekends, public holidays or summer breaks only.

Also, the administrative roles in primary schools may be directly influenced by the sex and gender due to the outstanding nature and reputation of men serving as authoritarian figures both in community and the learning settings. They would naturally feel comfortable opening up to male teachers due to the neutral grounds created by similarity in sex, the scenario would be true for the young girls too who are obviously more comfortable revealing their private matters to female staff would better understand their issues and resolve them better due to the similarity in experience. Also, other reasons principals seemed to favor a particular gender is an important issue regarding the discipline of the students, particularly the boy child. Where due to rough age of the male other reasons principals seemed to favor a particular gender is regarding the discipline of the students, where due to the expected rough nature of male student at this age they are highly predisposed to engage I rule-breaking activities from time to time due to hormonal change happening rapidly in their young bodies plus most may lack a male figure in their lives which is a prevalent challenge induced by the large percentages of children being raised in a single parent family.

Thus having an authoritarian man figure in the school, makes it is extremely easier to control such students, it is an advantage if the male teacher in question is physically active in sports and field events, these lenders the curbing of such unruly and indiscipline of such students even more efficient. In comparison to this natural ability possessed by male teaching, staff women tend to display a share of their innate restrictions when it comes to administrative leadership and career-furthering in the field of primary school education. Nevertheless, this debate over the gentleness and conscientious nature of female teaching staff needs further clarification and deeper elaboration of its meaning and perception. In the western part of the world especially in America and Europe feminist activist groups and lobbyist are known to consistently raise the debate that the caring and gentle nature of female teaching staff can be used wrongfully against them to devalue their labor and ethical work output.

This raises the need to further peruse the uses and impact of ‘conscientious women’. This is a notable recurrent dialogue especially in the primary education level in Hong Kong particularly. Just as the stereotypical ‘physically able male disciplinarian concept has changed how male teaching staffs are perceived, this discussion seemed to have limited the female teaching counterpart to their innate roles of being gentle and careful. Flourishing female administrators always concede that having the support of their families is vital for the success of their careers. On the contrary, solid social networks and lucrative sponsorships among male teachers is a clear explanation of their ability to acquire jobs they might not be qualified for and secure these positions anyway. Low interest is another stumbling block that stands in the career paths of women to administrative leadership, nevertheless, later these female staffs come to a conclusion that leadership may manifest through various different forms, the more women witness other women leaders apply the value of learning, teaching and close up contact with students, this generates great ambition in their fellow women to apply and secure these prestigious positions.

In scenarios where women are administrative leaders their form of leadership is bound to be encompassing a unique skill set different from their male counterparts. As educational administrators women tend to lean on more commitment to issues like a keen follow-up of instructions, social and career-related relationships and also social justice, women hold on to the belief that through their leadership they can impact change in the lives of students, their parents and their families at large, in multiple of the texts women define their mission in social justice as that one that influences the whole path of education. Gender & Education, 23(6): 745-759 b) Shake shaft, C. Gender and educational management. In C. Skelton, B. Francis, and L. e) M Coleman. Gender and the orthodoxies of leadership.