Equality, in Schools

Gender

The goal of gender equity is to build learning environments where neither boys nor girls feel confined by stereotypes and expectations about who they are. Both boys and girls exhibit different strengths and have different needs; thus gender stereotypes can shortchange both genders. The research findings on the cost of gender bias are (a) concerning grades and tests, females receive better grades; males receive lower grades and are more likely to be grade repeaters, (b) with academic enrollment, females have increased their enrollment in science and mathematic course in recent years; however, male enrollment is higher in physics, calculus, and more advanced courses, (c) college programs [Page 348]remain highly segregated, with women obtaining the majority of degrees in education, nursing, home economics, library science, psychology, and social work; men lag behind women in degree attainment, with particular underrepresentation of African American and Hispanic males, (d) concerning academic interactions, females have fewer academic contacts with instructors, while males tend to receive more teacher attention. Females are more likely to be invisible members of classrooms; males receive more attention, but that attention may be negative. One federal regulation that has affected gender equity is Title IX. In 1972, Title IX influenced gender issues involving equality with academics and extracurricular activities. Title IX states, “No person in the United States shall, on the basis of sex, be excluded from participation in, denied the benefits of, or be subject to discrimination under any educational programs or activity receiving federal financial funds.”

Race

The continuing segregation of students on the basis of race and ethnicity is a trend that has been escalating. Issues surrounding segregation include (a) African Americans experiencing the largest backward movement toward segregation since the Brown v. Board of Education decision, (b) Latinos becoming the most segregated of all ethnic groups—not just in race and ethnicity but also poverty, and (c) minority students being overrepresented in the public school special education population. The achievement gap between White students and students of color is also growing. Although the gap was reduced by about half between 1970 and 1988, it has been widening since then. The reversal is evident in grades, test scores, dropout rates, and other indicators, and it has taken place in every type of school district and in all socioeconomic groups.

Socioeconomic

Issues of equity also surface concerning low-income students. Title I of the Elementary and Secondary Education Act of 1965 was established to improve schooling in high poverty areas and to close the achievement gap between students of low and high socioeconomic status. Research provides evidence that Title I students demonstrated the greatest improvements during the 1960s and 1970s. Improvements were not as notable in the 1980s and 1990s; however, in January 2002, Title I received the largest funding increase in its history. The new Title I requires stronger accountability mandates, holds schools and districts responsible for achievement outcomes, and expects schools to use scientifically based research.

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