User:Travis.meyer82/sandbox

Differential treatment from ***Parental Involvement**[edit]
Gender discrimination in education also exist from household discrimination. Parents may spend differently based on gender of their children which is a unequal treatment. Shaleen Khanal studied the expenditure people spent on girls and boys in Nepal. Based on his research, he found that parents spend in education expenditure, compared to boys, is 20% less on girls which is very unequal. The expenditure difference including spending unequally on students' fee, textbooks, school supplies like school bags, uniforms and other education expenditure. And this kind of discrimination is rising in Nepal. Also, parents in Nepal are more willing to spend more money in order to let boys to go to private school for the better education. This phenomenon is more pronounced in Nepal' s rural area, but it happened in urban areas as well.

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'''Child development in educational areas can also be influenced by the treatment a child receives from his/her parents. In a study by Rebecca Carter, of which private and public school 8th graders were looked at using the National Education Longitudinal Study (NELS), a study which provides many details regarding parental involvement in their child's educational attainment. The data found that females engaged in school discussion with their parents more frequently than male counterparts, however when controlling for test scores, grades, and educational aspirations there was a reduction in magnitude of the gender effect of school discussions, but still maintaining its significance. Its also been found that parents are more involved with school on behalf of their sons, but involvement was not known to be purely academic, or for behavioral/non academic reasons. There was also no difference found in time limits placed on watching television between males/females after school. However, it was noted that females were more likely than males to have less time spent socializing with friends based on parental involvement, reflecting the concept that parents put forth greater efforts to protect their daughters. Data has also shown that parental attendance at school events is greater for daughters than for sons, and when controlling for academic factors its been found that over half of the gender differences that had been found were explained by academic factors, meaning that parental involvement in these events were influenced by daughter's academic performance. '''

Grading bias in schools against boys[edit]
What perception teachers made to students can influence the grade students can get. And the discrimination against male students will often happen here. Brophy and Good (1974) reviewed studies show that male students will be considered more negative than female students by teachers, especially female teachers, in elementary school. Many teachers feel more connection to girls and feel rejecting toward boys which lead to a negative relationship with boys. For this reason, male students will more likely receive lower grade than female students because of teachers' grading bias. There is also a studied from Yarrow, Waxier, and Scott (1971) show that male students will receive more criticism because of their gender.

+++++Gender differences in Education based off Educator's gender++++

'''Gender discrimination in education exists as well from differential treatment students receive by either male or female teachers. In Newfoundland, Jim Duffy et al found teachers may have higher expectations for boys in math and science, and for girls; higher expectations in language. Teachers were found to also have a tendency to praise students matching gender expected norms. Students were praised more often by female mathematics teachers than female literature teachers, but praise was more often given by male literature teachers occurred than by male mathematics teachers. Criticism has also been found to be directed toward male students significantly more often than female students in both literature, and mathematics classes, regardless of teacher's gender.  Altermatt suggested however that a greater number of teacher-student interactions may be directed at boys as a result of boy students initiating more interaction. '''

'''In a study done by Paulette B. Taylor, video tapes depicting the same inappropriate behavior (pencil tapping, disturbing others, and mild rebukes to the teacher)  of 4 different students; An African American male and female, and a white male and female. 87 inservice teachers, and 99 preservice teachers viewed the tapes, which where also broken down into African American male and female groups, as well as white male and female teacher-participant groups. Participants were then asked to complete a 32 item behavior rating scale focusing on individual teacher perceptions of students in video tape. Analysis revealed statistical significance in differences related to the gender of the teacher to perception of the African American female student being viewed as most troublesome. However no statistical significance was found in students ratings in relation to ethnic backgrounds of the teachers, or interaction of ethnicity and gender. Male teachers rated students higher on impulsivity than female teachers in general, however the only statistically significant find was in the rating of African American female students of all participant groups. '''