Is there a real equality between boys and girls in the classroom?

Experts from https://writeanypapers.com/ agree: there is gender equality in education between boys and girls, that is, they have access to the same training and opportunities, but there are still aspects in which clear differences are perceived. For example, in gender stereotypes, educational styles, and how they are treated both in class and in the family environment. This is what five teachers and experts in feminism think. 

In the classroom we work based on the fact that this equality is a fact, the training of teachers, publishers, and the current cultural context help boys and girls receive exactly the same training.

However, there is the unconscious factor, the one that is given by the education that the teachers themselves have received and that, sometimes, is translated into small details such as the severe tone in the voice or the condescension when punishing a fault depending on whether it is a boy or a girl. Sometimes we continue to use those gender roles that we dragged from the past.

Feminist Teachers for Coeducation

Real equality does not occur in the classroom, nor does it occur in society. The classrooms are a reflection of society and, although many teachers are clear about this objective, it is necessary that all the elements that have to come together to achieve real equality in the near future work in the same direction. 

We have formal equality. Girls and boys go to schools and receive the same training, women attend university in a higher percentage than men, the dropout rate is also higher in men than in women and, despite these data, there is still no real equality. This is mainly due to what is called 'patriarchy of consent': everything that is transmitted culturally through gender and stereotypes.

There are an important inequality and gap. On the one hand, girls will hardly have examples of women who have made contributions to society, since these women are either invisible and have been erased from history, so their name has not transcended or they are not there because they were taking care of the house and the upbringing. The story of women has to be told in the classroom and it is a priority to investigate to rescue all the women who have influenced our society, in many different ways.

On the other hand, girls and boys also become aware of occupied spaces, and thus we see how children participate more in class and when they have shared spaces they occupy the girls' spaces and they give them up. Not only in classrooms, but a significant example is also how the schoolyard is structured, where boys occupy the entire central space playing ball and girls only have the sides to play less invasive games.

In schools with a uniform, it is also significant that girls have to continue wearing a skirt when that clothing will prevent them from moving freely.

It depends on how equality is valued. Regarding schooling, that equality seems to be the case. Our society has undergone very significant changes in a very short time with respect to equality between the sexes. Values and attitudes have changed in all citizens, but it is a process that in the classrooms is quite gradual. According to the Equality Report in figures MEFP 2020 of the Ministry of Education and Training, the gap in the science modality in the Baccalaureate has been reduced, unlike what happened in other decades. In Vocational Training is where we find the greatest differences: in Personal Image, Sociocultural Services, and the Community and Textile, Clothing and Leather, the majority are largely female. On the other hand, in the modality of Building and Civil Works, Electricity and Electronics,

What I observe in the classrooms is that certain gender stereotypes continue to predominate, not only as part of the curriculum but also in the attitudes and beliefs expressed by boys and girls.

There is no real equality in the classrooms because (despite the fact that many efforts are being made to achieve it by the educational community) boys and girls continue to be educated differently and subject to the achievement of a series of expectations related to gender roles and stereotypes. Many of the people who educate in the different stages have not received nor do they receive training in equal opportunities and in avoiding the transmission of gender archetypes in the activities and dynamics carried out in the classroom. This is a big problem. We start from the false premise that boys and girls are educated with equal opportunities, but this is not the case.