Educational Equity: The Long-Term Rational Solution to Gender
Ferriss, A. L. (2004). The quality of life concept in sociology. The American Sociologist, 35(3), 37-51.
Ferriss (2004) presents the concept of quality of life, which is applicable in various fields like marketing and phycology in general. The book points out that both subjective and objective measures guide the setting of the various social indicators used to determine the quality of life. This method is a consequence of the level and plane of living used in sociological research during the 1930s.
Even though the quality of life theory has a little coinage within sociology in general, the good has a wide application in various fields. The various components of the quality of life concept include income, environment, and most relevant to this study, inequality. This would be very intricate in providing the fundamental principles surrounding inequality as a concept in general. It shows the differences in the quality of life in a society that represents inequality and can further lead to more injustice.
Even though Ferriss (2004) addresses inequality in general as a component in the quality of life, it presents an interesting perspective that shows the repercussions on inequality in society and how education can be used to mitigate this.
Ready, D., Lee, V., & Welner, K. G. (2004). Educational equity and school structure: School size, overcrowding, and schools-within-schools.
Ready et al. (2004) focus on the structural issues that lead to education inequality: overcrowding in schools and the school size and the school-within-school structure of learning institutions. The methodology used in this study is an interpretative summary of various existing research studies on equality within the education sector. This was very important to this study because it presents a broad perspective of gender-based education inequality and inequality in society.
The researchers tracked how various structural issues lead to social stratification in both the students’ academic and co-curricular performance. The study concluded that equality is not inevitable, and all students should be afforded and identical quality of education to ensure that there is equality of opportunities. Therefore, the researchers proposed that the government reforms the education sector at large to ensure that the quality of education improves and that it is distributed equitably within society, across social class, ethnicity, race, and gender.
This study is essential to present two possible causes of gender-based educational inequality, showing that the educational sector’s systemic reform would improve the quality of education and thus the quality of life over time. Even though this study is not based on primary data, it presents a broad perspective based on the existing evidence, and this was a useful source.
Stockard, J. (2006). Gender socialization. In Handbook of the Sociology of Gender (pp. 215-227). Springer, Boston, MA
Stockard (2006) presents the status quo in a matter relating to gender, whereby feminists have forced the narrative that gender is a social construct in all aspects of human existence over time. Gender, therefore, is shaped by and shapes social life, ranging from day-to-day activities, and various companies’ corporate agenda. Therefore, the researchers looked into research surrounding gender and sociological theories and their application across the social spectrum.
This study helps understand educational inequality on a gender basis, as it does not look into the feminine aspect but gender at large. Even though the study takes an in-depth focus on North America, it looks at gender inequality across national borders and other protracted periods. The study takes a critical analysis of the various theoretical models, with the best empirical evidence. Therefore, this study presents a more objective and broad perspective on gender as a concept and why gender-based educational inequality exists across cultures.