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1. GENDERHOW DOES THE MEDIAEXPLORE AND PORTRAYGENDER INEQUAL ITIES WITHINTHE EDUCATION SYSTEM? ANDWHAT EFFECT DOES THIS HAVEO N S T U D E N T S E D U C AT I O N A LOPPORTUNITIES TODAY?James HarteCaitlin RogersTaylah Nilsson

2. GENDER IS A SOCIALCONSTRUCTION AND REFERS TO ARANGE OF ATTRIBUTES THATCHARACTERISE ANDDIFFERENTIATE BETWEENMASCUL INITY AND FEMININITY- J O H N M O N E Y ( A S C I T E D I N U D R Y, 1 9 9 4 )MEDIA PLAYS AN INTEGRAL ROLE INPRODUCING AND REINFORCINGSOCIAL LY CONSTRUCTED GENDERNORMS- W O H LW E N D ( 2 0 0 9 )

3. GENDER IN THE MEDIA

4. GENDER STEREOTYPES HAVE BOTH SHAPED ANDLIMITED THE EDUCATIONAL OPPORTUNITIES OFSTUDENTS The education of girls differed significantly from that for boys Girls domestic futures were emphasised as were boysoccupational futures (Jane Kenway, 1990) The media portrayal of the idea of an ideal level ofmasculinity results in alienation and bullying of manystudents. (Martino, 1999) It is this masculinity that is integrated into school curriculumsaround the world in attempts to appeal to male students andimprove literacy levels. boy-friendly material like sports andadventure stories is encouraged to be integrated, yet hasproved to have little effect and has potential to alienate manystudents (Francis and Skelton, 2011)

5. Gender Stereotypes as Viewed byChildrenhttp://www.tubechop.com/watch/3799246

6. This no longer only relates to adults but now all the waydown to very young children as they are alsoconstructing and internalising their own genderexpectations through media interaction This can be seen in the previous video

7. The mass media are now a form of education for todaysyouth. With unlimited and continual access to all formsof media such as newspapers, movies, television, radioand the online platform, students are learning whetheror not they are trying or even aware of it. This can raise issues and challenges for schools in bothan educational and learning context as well as social(Cortes, 2005). Expected gender values and ideaswithin the education system, as well as the mediasinfluence on outcome is presented and describedthrough a firsthand experience in the video following

8. A first hand account of the medias influenceon an all-girls boarding school

9. TOP FIVE FIELDS OF STUDY IN AUSTRALIANSCHOOLS FROM 2006 - 2011Only 11% of Australian engineers are Female (Kaspura, 2012).

10. Debbie Sterling is an engineer and founder of GoldieBlox, atoy company out to inspire the next generation of femaleengineers. Debbie presents a TED talk on how she is tacklingthe gender gap on science, technology, engineering and mathwith todays younger females. Engineers are making some of the biggest advances intodays society such as medical break throughs which arenow changing our lives. With half the population being female,you would think that it would make sense to have femaleperspectives with these creations and advancements(Sterling, 2013)

11. Voyer and Voyer (2014) conducted a meta-analysisstudy which looked at the difference between gendersand their marks from teacher-assigned tests. Thedifferent age groups consisted of elementary, middleschool and high school students as well as at theuniversity level for both undergraduate and graduateDegrees. Their research found that girls received better gradesthan boys in all subjects, with this pattern following backuntil 1914. The biggest differences between males andfemales are in language and the smallest with math.

12. SUGGESTED REASONS FOR THIS: Boys will tend to focus more on doing well on finalexams whereas females are more likely to tryunderstand the material Parents expect for males to naturally perform better inschooling and so will encourage and support femalesmore. Girls find it easier than boys to sit still and concentrate inclass, or at least to behave in a way that pleasesteacher.

13. It is commonly assumed that females will start to dumbdown between the ages of 10 to 14, when actually theirlead in math and science is starting to develop at thisage. Despite this, girls will tend to start to lose an interested inmath and science around the age of 6. This studysuggests that this lack of interested is then created fromour culture. Girls are brought up with a social understanding of howmen and women should behave. When you walk into atoy store and down the pink isle, it is very clear throughall the dolls, make up kits and tiaras the sort of image weare presenting to our children and what they should beinterested in.

14. In the growing world, the equality of gender roles has become abattle. Educationally, gender role stereotypes restrict individualsfrom learning certain subjects due to their lack of intellect ofphysical capabilities. The Melinda Leves complaint to the Equal opportunity Tribunalmarked a landmark case in gendered education. Her schoolsinadequate subject selection in relation to that of her brothersschool was found to be discriminatory and relying heavily ongender stereotypes.

15. These gender-based stereotypes believed in the highintellectual capabilities, and typical masculinity of males.The subject restrictions between the schools wereevident, and relied on these stereotypes to justify theavailable subjects. This challenge the gender roles within her school was amajor milestone. It aided in changing gender stereotypeswithin educational systems, and enabled the selection oftypically to a wider variety of students. However, this ideahasnt yet been adopted in all educational systems.

16. Leves believes that gender equality in education requiresboth sexes, not just females, to rethink those commonnorms in which we learn to see within educationalcurriculums. A way in order to do this can be throughdropping the gender-based classifications of certainsubjects and allow them to try and achieve things forthemselves. The medias influence over their audience that portrayswhat should be expected within todays society. However,there is still much to be done in order to change the currentsocial attitudes that are developing and turn them into amore liberal sense.

17. REFERENCESAustralian Bureau of Statistics. (2011). Top five fields of study in 2011. Retrieved from:http://agencysearch.australia.gov.au/search/click.cgi?rank=1&collection=agencies&url=http%3A%2F%2Fwww.abs.gov.au%2Fwebsitedbs%2Fcensushome.nsf%2Fhome%2Fmediafactsheets2nd%2F%24file%2FTopic%2520-%2520Fields%2520of%2520Study.docx&index_url=http%3A%2F%2Fwww.abs.gov.au%2Fwebsitedbs%2Fcensushome.nsf%2Fhome%2Fmediafactsheets2nd%2F%24file%2FTopic%2520-%2520Fields%2520of%2520Study.docx&auth=FAi3%2FpMlYVFU1EtxlR5omA&query=a+top+five+fields+of+study+in+2011&profile=absByrne, E. M. (2006). Gender in Education. Comparative Education, 23(1), 11-22. Retrieved October 26,2014, from http://www.tandfonline.com/doi/pdf/10.1080/0305006870230103Cortes, C.E. (2005). How the media teach. The Yearbook of the National Society for the Study ofEducation, 1, 55-73.Disney Princess play. Reading Research Quarterly, 44(1), 5783Kaspura, A. (2012). The engineering profession: A statistical overview. Institution of Engineers Australia,Engineers Australia. Retrieved from:http://www.engineersaustralia.org.au/sites/default/files/shado/Representation/Stats/statistical_overview_2012_1.pdfKenway, J. (1990). Gender and Education Policy: a Call for New Directions. Geelong, Vic: DeakinUniversity.

18. REFERENCESLeneck, C. M. (1994). Definition of Gender. Can Med Assoc, 150(2), 130. Retrieved October 22, 2014, fromhttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC1486239/?page=1Martino, W. (1999). Cool Boys, Party Animals, Squids and Poofters: Interrogating the Dynamics and Politics ofAdolescent Masculinities in School. British Journal of Sociology of Education, 20(2), 239263.Maher, F. A., & Ward, J. V. (2002). Case Studies and Reactions. Gender and Teaching (p. 1). New Jersey: LawrenceErlbaum Associates.Result Filters. National Center for Biotechnology Information. Retrieved October 27, 2014, fromhttp://www.ncbi.nlm.nih.gov/pubmed/14696704Skelton, C. and Francis, B. (2011). Successful Boys and Literacy: Are Literate Boys Challenging or RepackagingHegemonic Masculinity?. Curriculum Inquiry, 41(4) 456479.Sterling, D [Tedx Talks]. (19.4.2013). Inspiring the next generation of female engineers: Debbie Sterling at TEDxPSU.Retrieved from: https://www.youtube.com/watch?v=FEeTLopLkEo&feature=youtu.beUdry, J. R. (1994). The nature of Gender. Demography, 31(4), 561-573Voyer, D., Voyer S. (2014) Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin,140(4), 11741204. DOI: 10.1037/a0036620Wohlwend, K. E. (2009). Damsels in discourse: Girls consuming and producing identity texts through

Cic presentation

Presentations & Public Speaking

o n e y

gender stereotypes

s c i t e d i n u d

education of girls

formsof media

media portrayal

media interaction

mass media