Category: Gender

Glass Ceiling

Despite the progressive erasure of gender roles, stereotypes, and discrimination in society, there is a glass ceiling phenomenon in social life. The term glass ceiling in the theory of gender studies was introduced in the early 1980s (Niemi 80). It describes an invisible and formally unmarked barrier that limits the advancement of women through the ranks for reasons unrelated to their professional qualities. The main obstacles on the way of women to high and responsible positions are the traditional personnel policy of firms stereotypes suggesting that a woman is not suitable for the role of leader. From a sociological point of view, this phenomenon can be explained using feminist theory, the concept of social roles, control, and mobility.

Feminist Theory

First of all, the concept of the glass ceiling must be considered from the point of view of a feminist theory. Within the framework of the feminist theory social roles, discrimination and objectification, oppression and patriarchy, and stereotypes in modern society, art and aesthetics are explored. Feminism associates the concept of the glass ceiling with the priority of patriarchy, stereotypes about the role of women in society, and discrimination. Thus, a striking example of patriarchal power is the historical right of men to decide how women dress and look (Rubin). The existence of the glass ceiling from the point of view of feminism lies in the set of social rules also dictated by the patriarchy.

It is generally accepted that a woman copes with leadership worse than a man, a woman will take maternity leave, family is more important than work, politics is not a womans business. As a result, women are often not appointed to high posts. The reason is that this set of stereotypes is beneficial for men  competition with women in certain areas of activity is eliminated, and it is also convenient when there is no need to choose between a career and a family.

Social Roles

The glass ceiling is directly related to the social roles in the community. A social role is a model of human behavior that society recognizes as appropriate for the holder of certain status. That is, a set of actions that a person occupying a certain status must perform. For many people, the stereotypical role of a woman is still the role of wife, mother, and housekeeper. These roles are difficult to correlate with high positions and positions of responsibility. In addition, motherhood is traditionally considered a female duty and a female privilege. Gender stereotypes directly follow the established idea of social roles.

Social Control

Less obvious than the two previous theories, however, the existence of the glass ceiling is linked to the notion of social control. The development of the state-monopoly organization brought to life an extensive system of spiritual and psychological influence on the individual (Heylighen et al. 2). In modern American sociology, this mechanism is called social control. The essence of social control is not to put the main material relations and processes, the macrostructures of economic life, under the control of society but to regulate the behavior of the agents of bourgeois practice.

The glass ceiling is beneficial to ordinary men and the entire state apparatus. It acts as a means of deterrence, using social stereotypes to achieve the authorities goals. It is beneficial for the state to give a group of the population certain roles that do not imply the achievement of career heights. Under the existing order, women are forced to give up their careers in favor of the family, which allows the state to save money and resources.

Social Mobility

Finally, the existence of the glass ceiling is linked to the concept of social mobility. Social mobility is a change by a person or group of the place in the social structure, the transition from one social stratum to another or within one social stratum. Sharply limited in a caste-class society, social mobility increases significantly in an industrial society. However, social mobility in the United States is lower than in many other countries (Department of Economic and Social Affairs 49). Womens chance of social mobility is much lower than that of men. Caring for the family and children does not allow women to be as mobile as men of the same level and status.

Correlation of the Concepts

Feminist theory, the concept of social roles and social control, and social mobility are intertwined in the glass ceiling discourse. All four concepts are associated with developing gender stereotypes, which cause career inequality. From the point of view of feminism, the glass ceiling is explained by the priority of the patriarchal system. The theory of social roles can explain discrimination by a set of prescriptions established in the public mind for each object of society. Social control theory can explain stereotypes as a tool of the state apparatus. The concept of social mobility explains a number of limitations, due to which not everyone succeeds in achieving the desired position. Thus, all concepts in one way or another explain the existence of gender stereotypes, which lead to the glass ceiling for the female part of the population.

Understanding the Phenomenon

Discussing the root causes of a phenomenon always contributes to a better understanding. The study of four theories that explain the concept of the glass ceiling did not change my understanding of this phenomenon; however, it helped me to understand better that this phenomenon is rooted in society. The glass ceiling is beneficial for the patriarchal society and the state apparatus. That is why it is so hard to get rid of this phenomenon, despite the efforts of social activists. The situation will likely take a long time to improve, during which there will be shifts in the public understanding of social roles. In addition, the support and efforts of the state will be required to change the system from above. Sociological research has made obvious both the existence of the glass ceiling phenomenon in a developed society and the need to overcome it at the personal, social, and state levels.

Works Cited

Department of Economic and Social Affairs. World Social Report 2020: Inequality in a Rapidly Changing World. United Nations.

Heylighen, Francis, et al. Social systems programming: Behavioral and emotional mechanisms co-opted for social control. Manuscript submitted for publication. Web (2018).

Niemi, Johanna. Promoting Gender Equality. Nordic law in European context. Springer, Cham, vol. 73, no. 1, 2019, 79-95. Web.

Rubin, Alissa J. From Bikinis to Burkinis, Regulating What Women Wear. The New York Times, 2016, Web.

Introduction

At present, gender inequality persists in various forms, and it is essential to discuss relevant social issues to make a positive change. One of the notable topics in gender studies includes the cause-and-effect relationship between gender stereotyping and girls academic performance in exact sciences. Extensive research has proved that girls have lower self-esteem concerning subjects like math and physics, despite no differences in actual performance compared to boys. The current cause-and-effect essay thoroughly examines and confirms the impact of gender stereotypes and cultural differences on girls perception of exact sciences.

Gender Stereotypes

The most significant cause of the current social issue is gender stereotyping. In many cultures and societies, people perceive exact sciences, specifically math and physics, as male-dominated fields and might even pressure girls into other female-dominated areas (Gerdeman, 2019). Gender stereotyping supports this perspective as many people believe that boys perform better than girls in math. This issue is notable not only in math but in other exact sciences and generally male-dominated fields, such as finance and technology (Gerdeman, 2019). Some people assume that these academic areas might be exceedingly challenging for girls due to another gender stereotype that women have a lower aptitude for logic, reasoning, and rationality. For instance, Pavco-Giaccia et al. (2019) have found that more people associate the concept of rationality with male prime than females. Ultimately, gender stereotyping is the primary cause of the examined social issue.

As a result, gender stereotypes lead to differences in the perception of exact sciences between men and women. Various research has confirmed that girls have notably higher math anxiety than boys, particularly in middle and high schools (Xie et al., 2019). At the same time, studies prove that there are no statistical differences in academic performance between girls and boys in earlier and middle education (Xie et al., 2019). Yet, the difference in perception leads to lower self-esteem, making girls doubt their abilities in exact sciences. Moreover, Gerdeman (2019) believes that gender stereotyping is the cause of unhealthy and unproductive behavior among women. Namely, they are more likely to discount any positive feedback about their abilities and are less confident to propose new ideas in exact sciences or on certain topics (Gerdeman, 2019). It is a relevant social issue that stems from gender stereotyping and consequent lack of confidence that might significantly harm girls mental health and productivity. Ultimately, gender stereotyping is the primary cause of the examined social issues and leads to undesirable consequences.

Cultural Differences

The second cause concerns cultural differences, and it contributes to the problem of gender stereotyping. In other words, some cultures put more pressure on girls to give up on their aspirations and goals in exact sciences since they are male-dominated fields (Korpershoek et al., 2021). This problem is more relevant in non-Western countries, specifically in the Middle East; however, even democratic societies put significant pressure on girls. Xie et al. (2018) conducted a survey among school students from twelve to eighteen years in China and found that boys and girls have a different perception of self-esteem and math anxiety. Namely, the boys had significantly higher problems with self-esteem, but their math anxiety levels were notably lower, which proves the point that girls have elevated pressure in exact sciences (Xie et al., 2018). While these findings are relevant in Western countries as well, extensive research proves that cultural differences play a vital part in the girls perception of their abilities in exact sciences.

In turn, cultural differences affect the relevance of gender stereotypes and reinforce the beliefs about the differences in academic performance between girls and boys. This effect supports the idea of gender stereotypes and overall gender roles in various cultures and societies. According to the research by Korpershoek et al. (2021), the issue is particularly notable in Qatar as females have significantly lower social and school motivation. The problem evidently stems from cultural differences and a different perspective on the need for womens education compared to Western societies. Furthermore, schools in Qatar are sex-segregated, meaning that boys and girls cannot study together (Korpershoek et al., 2021). Depending on the perspective, it might be a significant problem since teachers might use questionable methods and make girls believe that exact sciences are not for them. This issue creates further distance between boys and girls in math and physics and allows society to enforce artificial values. In summary, cultural differences directly affect gender stereotyping and the girls perception of their abilities in exact sciences.

Conclusion

The current essay has proved the notable impact of gender stereotypes on how girls perceive their abilities in exact sciences. The cause of the problem  gender stereotypes  leads to lower self-esteem and makes girls doubt their talent in math and physics. Secondly, extensive research proves that cultural differences play a vital role in the social issue and might either stimulate or demotivate girls in achieving their goals in exact sciences. Ultimately, the essay has demonstrated the cause-and-effect relationship between gender stereotyping and lower self-esteem among girls concerning their academic performance in exact sciences and male-dominated fields.

References

Gerdeman, D. (2019). Bad at math: How gender stereotypes cause women to question their abilities. Forbes.

Korpershoek, H., King, R., Mclnerney, D., Nasser, R., Ganotice, F., & Watkins, D. (2021). Gender and cultural differences in school motivation. Research Papers in Education, 36, 27-51.

Pavco-Giaccia, O., Little, M., Stanley, J., & Dunham, Y. (2019). Rationality is gendered. Collabra: Psychology, 5(1), 54.

Xie, F., Xin, Z., Chen, X., & Zhang, L. (2019). Gender difference of Chinese high school students math anxiety: The effects of self-esteem, test anxiety and general anxiety. Sex Roles, 81(3), 235-244.

Introduction

Social stratification is a crucial issue for the current age, given its significant impact on the lines of numerous populations. Defined as the differentiation of a given population into hierarchically superposed classes, social stratification is manifested in the existence of upper and lower social layers (Wister, 2019). Specifically, the aspects of age and gender stratification can cause several negative consequences for older adults (Wister, 2019). Considering that the hierarchical organization of society for the explanation of human behavior must be thoroughly analyzed to develop mitigation approaches, social stratification remains a highly pertinent topic.

Age and Gender Stratification

Age stratification is understood as conferring respect and power to specific age groups. For example, in the US and other Western, industrialized nations, age stratification has led to older adults having a lower social position than in middle age. However, in some cultures, older adults are at the top of the age stratification (Wister, 2019). A vast and continuously growing body of literature demonstrates that survival into old age is shaped by socioeconomic and racial inequalities and that these gaps are not disappearing.

Gender stratification refers to the inequalities between women and men regarding wealth, power, and privilege. Gender is a socially structured principle representing a hierarchical, asymmetrical, and unequal division between men and women (Funk, 2016). Health and gender inequalities are usually more significant among older people than in younger populations. It has been explained by older mens greater involvement in spheres that create unhealthy living conditions and unequal, such as the working environment (Funk, 2016). Unequal distribution of social resources, for example, income or job status, has a more substantial impact on men, leading to their participation in occupations with unhealthy working conditions.

Conclusion

To conclude, it is evident that age and gender stratification, two dimensions of social stratification, can have an adverse influence on the older populations throughout the world. However, the positive effects of these aspects should also be noted, as some cultures have been shown to demonstrate higher levels of respect towards older adults. Furthermore, by using social stratification as a basis for identifying individual behavior differences, it is possible to establish how social differences impact the personal traits and behavior patterns of society members.

References

Funk, L. (2016). Sociological perspectives on aging. Oxford University Press.

Wister, A. V. (2019). Social structures, social inequality, and the life course. In Aging as a social process: Canada and beyond (7^th ed., pp. 166-178). Oxford University Press.

Research shows that gender is the most influential correlate for juvenile delinquency. In other words, males tend to commit more crimes than women; furthermore the intensity of crimes is often associated with ones gender. Reasons behind these patterns shall be examined below

Whether girls become delinquent for different reasons than boys

Delinquent peer associations heavily influence ones inclination towards a certain aspect in crime. In fact numerous criminological theories (strain theory, class theories etc) make the latter assumption in their explanations. It can therefore be said that these internal and external constraints prevalent among females are much fewer than there are in males. (Gover, 2005).

Other power related theories also show that boys and girls commit crimes for different reasons. In this regard, structural conformists claim that there are differences in power control amongst the genders with males taking the lead. More often than not, these power structures are reproduced in adolescents level of socialization and it affects what they becoming in the future. (Hunt, 2004)

Differences in biological, psychological or cultural factors that make female delinquency different from male delinquency.

Female delinquency in recent times is associated with non violent crimes such as fraud or minor theft. On the other hand, serious offenses are a reserve for male juveniles. Besides that, criminal justice reports indicate that the numbers of arrests made are often characterized by male rather than female offenders.

Biologists have put forward a series of explanations for these observations. For example, some of them rely on the concept of Lombroso which places women on a lower level in the evolutionary scale. Consequently, they are naturally inclined to take fewer risks and thus commit crimes. In close association with the latter assertion is the masculinity hypothesis that females who commit crimes tend to be more masculine and that this is simply not a natural trait for them. (Francis, 2007)

On the other hand, other biologists have explained the trend of lower crimes among girls using a phenomenon known as Pollak. Here, these adherents claim that certain reproductive stages make males more likely to engage in crime than their female counterparts. For instance at puberty, boys tends to increase their level of aggression and this may sometimes be expressed through delinquency. Besides these, another way of understanding the trend through a biological lens is by the hormonal differences perspective. Males have a higher level of testosterone than females and this hormone is highly responsible for agility and aggression in individuals. Such hormones therefore make boys more criminally inclined than females.

There are a range of cultural factors that can contribute towards greater criminality among male adolescents. For instance, the family has a large role to play in determining ones behavior in the future. In paternalistic cultures, mothers tend to play a more traditional role thus implying that they are likely to supervise their children a little more than in egalitarian homes. This means that females will be carefully brought up and they will engage in fewer crimes during adolescence or later on. Besides this, in most cultures, females are expected to be subservient as this is how they are socialized. In the end, such expectations make them less prone to delinquency.

Socially speaking, it has been asserted by some experts that men and women differ in terms of their religiosity or their moral judgments. In other words, females tend to reach higher levels of moral development than males. This why females have a great sense of moral responsibility  they are sensitive towards the needs of the poor in society, they tend to support environmentally friendly policies etc. Analysts claim that religion has a large role to play in influencing the moral behavior of females and hence their need to be involved in crimes. (Yates and Pillai, 2003)

References

Hunt, A. (2004). Gender, Family and Delinquency from an Integrated Power-Control Model. American Sociological Association Paper.

Gover, A. (2005). The influence of delinquent peers on delinquency. Journal of Youth and society, 36(3), 251.

Francis, K. (2007). Gender Differences in Delinquency and Health Risk Behaviors. American society of criminology annual meeting.

Yates, D. and Pillai, V. (2003). Female vs. Male Morality: Religiosity and Delinquency Revisited. The American Sociological Association Paper.

Introduction

The impact of students socio-demographic characteristics on their overall academic performance has been the subject of much scholarly literature, and it is a debated issue in contemporary academic discourse. Understanding how a students ethnicity affects their overall educational performance helps identify the key predictors that determine systemic learning outcomes, taking preventive steps based on evidence and the desire to improve the students personal experience. One of the pillars for in-depth study of this issue is the broad assumption of historical and social inequalities, leading to White students being systematically more likely than their peers of color to perform better academically. The psychological concept behind this hypothesis is that students stratified by ethnicity experience greater emotional and cognitive pressure during the educational process, failing to expend as many resources and energy on learning as their White classmates (Gougis, 2020; Maajida Aafreen et al., 2018). This literature review section seeks to explore this relationship through relevant research sources published over the past five years.

One of the most noticeable predictors of lower academic achievement for communities of color is the phenomenon of discrimination that qualitatively sets White students apart from their peers from alternative ethnic cohorts. One critical study in this area is an article by Stevens et al. (2018), who examined the relationship between discrimination against U.S. college students and their academic performance. The authors examined data from more than 69,000 U.S. students and concluded that members of communities of color, which include Hispanic, Black, Asian, Native American, and multiracial, were significantly more likely to experience academic discrimination than their White peers. Notably, Black students reported feeling discriminated against about four times as often as White students. In turn, students also stated that the discrimination they perceived hurt their academic performance, whether through unequal treatment by teachers or being forced to put more effort into their studies. One possible factor influencing the lower academic performance of communities of color in the context of discrimination is an emotional predictor, as Blacks are burdened with the added stress of race prejudice throughout their academic careers compared to White peers (Gougis, 2020, p. 1). Likely, the development of this stress may also be due to the formation of majority pressure, as it has been found that students from an ethnic group that appears to be more represented in the course are more likely than their less represented peers to perform better in chemistry, physics, and psychology (Blatt et al., 2020). This latter finding suggests that students of color may perform better if they are more represented in the course.

However, there is ambiguity about the overall achievement gap between White communities and communities of color. For example, official government data reports that the achievement gap between Black and Hispanic students compared to White students has been narrowing significantly over the past fifteen years (Carnoy & García, 2017). This allows the achievement gap to be seen as a dynamic indicator that, despite optimistic changes, persists. However, government data cannot be extrapolated to younger students, for whom an increase in achievement inequality was found in terms of the ethnic communities mentioned over twenty years (Paschall et al., 2018). In other words, it is correct to postulate that either the gap is narrowing only for adult students or there is an inconsistency in the published data.

However, discrimination against communities of color has been explored not only through student and faculty communication but also through the institutional tools of educational institutions. For example, an intriguing look at student achievement practices was contributed by Camelo & Elliott (2019), who examined the relationship between student food security and academic performance. The authors showed that Black and Hispanic students were more likely than others to suffer from low food security due to social inequality, resulting in significantly lower academic performance. Notably, low food security was associated with academic performance through mental health constructs (Martinez et al., 2020). Forced to worry more often than others about covering the fundamental needs of healthy and affordable food, these students are unable to invest in quality learning, causing their overall academic performance to fall. Another mediating factor between ethnicity and student achievement is financial ability. Black and Asian students have been shown to have less financial privilege to pay tuition, resulting in financially mediated stress that is destructive to student performance (Baker & Montalto, 2019). Thus, financial security has been identified as another predictor of lower academic achievement for communities of color.

Based on the literature review results, it became known that the issue of academic achievement has been extensively researched by independent authors. However, in virtually all studies examining the relationship between ethnicity and Final Grade, authors use mediating variables to describe the effects of food security, stress due to discriminatory practices, or financial security. The discussion of the study showed high academic value because it shed light on the problem of the relationship between a students ethnicity and their academic performance; however, it did show some contradictory conclusions. Moreover, no material has been found that directly measures the effects of students ethnicity on their overall academic performance, creating a dearth of reliable knowledge on this topic. Thus, in forthcoming research, it is appropriate to look at the direct relationship between the two variables in conjunction with the need to examine the pressure factor as a psychological concept that affects the academic performance of students of color.

Methods

Sampling

For this study, I will use the archival data method, in which preliminary information collected by other researchers is reused to identify previously new patterns. Because it is not known precisely how the archival data were collected and whether they accounted for the equal opportunity of each participant in the general population to enter the group of subjects, it is not possible to verify precisely what type of sample was used to create the primary data. To create the sample, all available records from the original 105 student performance file will be used, so in this case, it is appropriate to assume a probabilistic sampling mechanism in which each participant has an equal chance of being in the sample of the current project (McCombes, 2019). It can be said that a systematic sampling method will be used in which every first entry in the original primary data file was used for statistical analysis.

Measures

I will use a quantitative research paradigm to measure the potential relationship between a participants gender and their GPA score. In this case, the data is treated as numerical information, and the analysis will result in quantitative patterns between the variables. The gender variable was measured on a nominal scale and included two values, male and female. At the same time, the GPA variable was defined at the scale level and contained non-discrete information about the students actual GPA. Given the nature of the two variables, the parametric Independent T-test will be used as part of inferential statistics to compare statistical differences between averages within groups (Laerd Statistics, 2020). More specifically, the T-test allows for a statistical comparison between the mean GPA scores for females and males to determine if there are differences. For both, reliability can be measured through the use of Cronbachs alpha, which will determine a measure of internal consistency between the data. In addition, the very nature of the variables used is of high face validity, as both gender and GPA do measure exactly the desired values. For this reason, the measurements are also expected to have high internal validity and thus can be used to examine observable effects.

Conclusion

I will use a quantitative design method based on archival data. It is a secondary data analysis or archival study in which primary information has already been collected and used to discover new relationships within the current study (VT, 2018). The implication is that all records in the original file were obtained voluntarily, which means that each participant has consented to participate in the study. For this reason, the use of primary data for secondary analysis is also based on informed consent that was signed by participants when the original information was collected. Specifically, respondents would fill out a questionnaire that included a socio-demographic block, namely information on name, gender, ethnicity, and year of study. The rest of the questions on the questionnaire related to the main block, where reliable information about each students academic performance was obtained. Gender would be the independent variable, whereas GPA information was determined to be the dependent factor. For this reason, all participants belonged to a single study group, and no control group will be implied in the absence of a research intervention. Since it is expected that different institutions may differentially evaluate students and have differences in student preparedness, all participants would belong to the same educational center to control for this effect. In addition, the variables of the year of study and ethnicity may also affect student achievement, so a mediator analysis for influence will be conducted to control for these effects.

References

Baker, A. R., & Montalto, C. P. (2019). Student loan debt and financial stress: Implications for academic performance. Journal of College Student Development, 60(1), 115-120.

Blatt, L., Schunn, C. D., Votruba-Drzal, E., & Rottman, B. M. (2020). Variation in which key motivational and academic resources relate to academic performance disparities across introductory college courses. International Journal of STEM Education, 7(1), 1-25.

Camelo, K., & Elliott, M. (2019). Food insecurity and academic achievement among college students at a public university in the United States. Journal of College Student Development, 60(3), 307-318.

Carnoy, M., & García, E. (2017). Five key trends in us student performance: progress by blacks and hispanics, the takeoff of asians, the stall of non-english speakers, the persistence of socioeconomic gaps, and the damaging effect of highly segregated schools [PDF document].

Gougis, R. A. (2020). The effects of prejudice and stress on the academic performance of Black-Americans. In U. Neisser (Ed.), The school achievement of minority children (pp. 145-158). Routledge.

Laerd Statistics. (2020). Independent t-test using SPSS Statistics. LS.

Maajida Aafreen, M., Vishnu Priya, V., & Gayathri, R. (2018). Effect of stress on academic performance of students in different streams. Drug Invention Today, 10(9), 1776-1780.

Martinez, S. M., Frongillo, E. A., Leung, C., & Ritchie, L. (2020). No food for thought: Food insecurity is related to poor mental health and lower academic performance among students in Californias public university system. Journal of Health Psychology, 25(12), 1930-1939.

McCombes, S. (2019). Sampling methods | types, techniques & examples. Scribbr.

Paschall, K. W., Gershoff, E. T., & Kuhfeld, M. (2018). A two decade examination of historical race/ethnicity disparities in academic achievement by poverty status. Journal of Youth and Adolescence, 47(6), 1164-1177.

Stevens, C., Liu, C. H., & Chen, J. A. (2018). Racial/ethnic disparities in US college students experience: Discrimination as an impediment to academic performance. Journal of American college health, 66(7), 665-673.

VT. (2018). Research methods guide: Research design & method. Virginia Tech.

Gender norms are a rather controversial and complicated topic. Stereotypes and pressure towards both men and women have had an impact on both sides. Women are usually expected to be quiet, passive and obedient, while men are expected to be more assertive, strong and independent. Fortunately, various countries are unlearning those biases, although it is still a work in progress. There is more to gender equality than the right to vote and work, which emphasizes the complexity of the topic.

In my opinion, while the trace of misogynistic biases is still persistent in modern society, there is still not enough awareness of how gender inequality affects men. Gender norms affect both men and women negatively and both face consequences for not following them (Zalis, 2019). The competence of the former often gets questioned if they demonstrate sadness at their workplace, as opposed to women (Zalis, 2019). This, in turn, shows how unforgiving society is whenever men show signs of weakness.

Besides workplace pressures, there are various ways in which these expectations are placed on men. For example, men are more reluctant to go on paternity leave due to possible backlash (Zalis, 2019). At school and at home, boys are taught to never cry and always be a beacon of strength (Rich, 2018). While this aspect is yet to be amended, media has optimistic changes. It has started providing context on how these pressures impact mens lives (Zalis, 2019). Thus, this ensures a rather promising start to further achieving gender equality.

Undeniably, this affects their mental and physical health negatively as well. Due to societal pressures, men are more likely to engage in reckless behavior, have drinking issues and are more prone to mental disorders. The expectation to man up then leads to such consequences as cardiovascular disease, depression and even suicide (Zalis, 2019). Thus, one can track how the impact of societal expectations regarding males differs from the ones enforced on women.

While there is a risk of invalidating one side at the risk of promoting the other, one fact becomes clearer. Gender equality will be beneficial to both men and women, as opposed to some people claiming otherwise. By reviewing how gender norms affect men, one is provided with extra context regarding the origins and root of societal gender-based pressures in general. And, perhaps, upon receiving that information, people will be closer to finding the necessary gateway to gender equality.

References

Rich, J. D. (2018). Strict gender roles hurt men, too. Psychology Today. Web.

Zalis, S. (2021). The future of masculinity: Overcoming stereotypes. Forbes.

Draft

Gender issues must be understood if development goals are to be realized. This is not a requirement for just one region of the world or a certain group of people. It is a universal requirement because gender issues are the same for all people and for all places.

The difference may be in progress made in realizing equality, whereby developed countries have made more progress compared to developing countries. This essay will defend the thesis that the inability to understand gender issues leads to negative repercussions whose larger effect is impaired development. Evidence will be provided in defense of this thesis.

To start with, if a household does not understand how gender issues play out in the progress of the family, it is definite that the family will not be balanced. Some members will have it easy, while others will find it rough. In our patriarchal society, it is the women who end up suffering. The end result is that these women are unable to contribute to the economic development of the household fully, and therefore the household cannot develop.

Nationally, if policymakers are not in touch with gender dynamics, then the needs of each gender will be left out in planning. For example, the health needs of women need more attention and resources. This can only be fulfilled by policymakers who fully understand that this particular gender has special needs.

If this is not understood, this group of people will be left with problems that will weaken their ability to contribute towards the realization of development goals. This is the same story with international organizations such as the United Nations and the World Bank, whereby if gender issues are not well understood, the underprivileged will continue being at a disadvantage and thus unable to make any meaningful contribution to the world economy.

Gender Dynamics in Development

The realization of a balanced world in every aspect will take a number of inputs. Regional and racial considerations will play a role. But none of these issues will be as significant as gender dynamics. Gender dynamics are something that cannot be consigned to one race or to one region of the world (Lorber 2005, pp. 21-22).

It is an issue that affects all people at all times in all places and in almost similar ways with different outcomes. The discussion of gender as a topic always stirs thoughts of women being left behind and some organizations led by feminists pushing forward to try and give these women a voice.

But this is a distorted view of gender. Gender encompasses both men and women, and for balanced development in every part of the world, the idea that both males and females are part of the gender topic must be remembered at all times. What is likely to happen if gender dynamics are not mainstreamed in all operations in society?

The gender disparities of the 21st century are clear for all to see. The percentage of women in most armies of the world is very small compared to their male counterparts. The total number of women in positions of leadership in both the private and the public sector is negligible when compared with the number of men in the same positions (Disch 2008, pp. 54-55).

The percentage of women who are truly empowered to the extent that they can participate in decision-making in households is very small (Taylor 1996, pp. 33-34). To look at the other side of the coin, too, the number of men who are in professions that are considered feminines such as nursing and hairstyling is very small. The condition is the same when it comes to organizations that are formed to advocate for the rights of men.

These differences in gender engagements are similar for all races and regions, as noted elsewhere in this essay (Aronson & Kimmel 2010, pp. 30-31). The difference is that the developed world is making more concerted efforts in attempts to create a fairground for both men and women.

Is the world a better place with these disparities? Is humanity suffering more because of the differences? In this essay, the thesis that humanity suffers more when gender dynamics are not well understood will be argued. Clear and practical evidence will be used in defense of this claim.

To start with, the lack of empowerment of women at the household level leads to a position where the interests of the female members of the household are not properly catered for. Is it possible for the man of the house to know what girls in a family need?

This is possible for obvious items such as food. But it takes a woman in the household to make a more appropriate decision when it comes to what females in the household want (Friedan 2001, pp. 12-14). But in the event that the household is clearly in the hands of men, women end up putting up with the ill choices made by men.

The outcomes of this kind of relationship include ill health for females, poor education for girls, and psychological problems resulting from the other unmet or improperly addressed needs.

In a more inclusive way, male members of the household should also be included in households where male members are marginalized. But such households where men have no voice are quite a few. Thus, poor health, lack of education, and psychological problems are some of the negative effects that arise from ignoring gender dynamics in households.

Organizations that push for the rights of women have increased in some settings leading to the marginalization of men in the process and therefore denying these men a chance to lead normal lives. It is not usual to come across a group that is advocating for the rights of men.

In some societies around the world, organizations that advocate for the rights of women are so many and so active such that these societies are now experiencing reverse gender discrimination (White 2010, p. 54-55). In such a setting, the overzealous women have taken administrative roles, and all they have done with their newly attained power is to push men to the periphery.

In such cases, education opportunities are first given to women, and the health needs of men are ignored as well as other male-related needs. This has led to the rise of men who cannot live normal lives due to not only lack of such provisions as education and health but also the psychological disturbance that comes with the fact that the once-ruled group is now on top and mistreating them. This increases the psychological disturbances.

The other negative repercussion of ignored gender dynamics is slow economic development. The fact that women make the majority of the world population is inescapable. Individual countries have this reality within their boundaries, with the female population making more than fifty percent of the total population (Hess & Vannoy 2000, pp. 19-20).

It so happens that women in such countries are not given a chance to serve in positions where they can generate income for their households. Increased household income is a direct factor in improving the economy of the country. The impact of insufficient financial resources in a family can lead to national limited financial resources. Therefore, the country ends up being poor.

This is what the ignorance of gender dynamics brings to a nation. An economic agenda that understands that women have been left behind for a long time and their input can play a major role in improving the economic standing of not only their families but also the nation will provide equal chances to men and women and, thus, have the privilege of reaping the fruits of improved economic performance as a result of female workforce.

Closely related to the above point is the denial of education opportunities to females in some countries. This takes place through the adoption of policies that ignore the fact that women are not always given the same opportunities as men and, therefore, if the female population of a country is to be raised at the level of men, they will have to be accorded affirmative action (Kramer 2010, pp. 75-77).

In the process, only men access educational opportunities, and an uneducated female majority ends up doing nothing for the nation. Thus, unlike the case above, where women may be educated but not given a chance to serve, this case is about women not being given a chance to pursue education. Education is the key to many jobs that require skills, and if women are not educated, it simply means that they cannot do these jobs.

Formulation of gender insensitive and oppressive policies is another repercussion of not paying attention to gender dynamics. It is not uncommon to find male policymakers making a decision on behalf of females in national policy-making forums (Helgesen 2010, pp. 16-17).

The resultant element of this type of setting is that policies that do not reflect the gender realities on the ground are formulated. It is, however, not expressly given that male policymakers will pass acts that are insensitive to female needs.

This is because there are instances where men can be trained on how to ensure that they understand the needs of each gender in policymaking. But this is not a common phenomenon in most places, especially in third world countries (Collins 2008, pp. 23-24).

What then happens when gender insensitive policies are formulated? Females whose needs are not catered for or males whose needs are not considered to end up suffering. This is a serious negative repercussion of ignoring gender dynamics in policymaking at the national level. The fact that it is a commonplace makes it a serious challenge that policymakers need to address.

Ignorance of gender dynamics at the national level has serious negative health repercussions. The element of healthcare is raised in this essay because of the widespread devastation health-related problems have done to the population throughout the world in general and in poor countries in particular. It is necessary that people involved in making decision note the point that men and women have different needs.

Womens needs happen to be more attention-requiring, and only countries that have understood this reality are able to protect their female population from diseases and other health complications such as pregnancy complications (Lips 2007, pp. 56-59).

The number of women who lose their lives in the process of childbirth in developing countries is very high. This is also true for the number of women who die from other health concerns that affect women only.

The power balance in households is also played out in health matters in the sense that in most cases, a woman does not have the way in avoiding her man who has the freedom to engage in extramarital sex resulting in infections such as HIV/AIDS.

It is said that communities that frown upon women who engage in extramarital sexual relations end up losing more women to sexually transmitted diseases through the fault of their husbands whose freedom to engage in this activity enables them to go out and bring the diseases to their spouses (Connell 2009, p. 65).

Under normal circumstances, gender-conscious settings should take into account all these hurdles faced by women in terms of healthcare issues and come up with ways and means of ensuring that the unique health needs of women are met. But is this what happens?

In most cases, policymakers in the field of healthcare make blanket decisions that ignore the cases mentioned above, and the impact is easy to guess. Many women end up losing their lives in record numbers. Is it possible to make achieve development goals if women in society are dying in record numbers?

It is impossible to make any meaningful economic progress without women in society. There is also the effect of ending up spending huge sums of money to meet the health needs of the sick and dying women as a result of ignoring the unique gender needs of women (Tanned 2001, pp. 11-12).

At the international level, the United Nations have had problems in fulfilling its mission and meeting the millennium development goal of universal free primary education due to the fact that the speed at which this organization is moving to implement the decisions that it has made is not friendly to the disadvantaged position of the female population.

It is one thing to come up with good policies, but it is another to move with speed and ensure that the policies are implemented. This is the case with the United Nations when it comes to the formulation of policies. A look at the plan the United Nations has on ensuring that both boys and girls access free primary education reveals a well thought out idea.

But there seems to be reconciliation between what is supposed to be done and the speed at which it is supposed to be done. The reality is that if girls are to be empowered through education before it is too late, the plan that the United Nations have come up with must be taken to the ground and be implemented at high speed.

Most countries in the world still remain insensitive to the disadvantaged position of women and, therefore, continue to pay little or no attention to the educational needs of women. As the United Nations takes its sweet time in implementing its strategy, more and more women continue being left out of the education wagon.

The situation that emerges when gender dynamics are understood in decision-making at the household, national and international, is that of balanced development with a solid social structure and an economic structure that makes it possible to most if not all development goals.

How will this look like? A household that understands gender dynamics will allow both men and women to have a say in the destiny of the household (Wharton 2004, pp. 34-35).

In this manner, girls and boys in the household will have their needs met in the required way resulting in healthy and vibrant children who grow up to participate in the uplifting of the economic standing of the family. This is unlike what happens in an imbalanced family with little or no understanding of gender dynamics, as noted elsewhere in this essay.

At the national level, when policymakers completely understand the gender dynamics of the nation, they will be in a position to come with policies that are sensitive to the gender needs of both men and women of the population. This means that all members of the society will have the climate they need to achieve maximum development in their careers as well as other areas.

These are the individuals who participate in the economic development of the nation and make it possible for the nation to achieve its development goals. However, most cases show that the situation is not being solved in contemporary society with regard to the development goals and gender needs of the population.

At the international level, if international organizations that are responsible for human development such as the United Nations and the World Bank understand gender dynamics, they will be in a position to tune their policies to fit the realities on the ground.

They will understand that most countries do not provide substantial support for their female population and, therefore, take remedial action by reaching out to these groups with support (Caplan & Caplan 2008, pp. 89-90).

Also, the speed with which they implement some of the sound policies that they formulate, such as the universal free primary education for all and reduction of infant and maternal mortality rate, would be favorable to females whose condition as far as education and healthcare are concerned is not sustainable.

To conclude, it is evident that gender dynamics play an important role in development. It is also clear that the inability to understand gender dynamics will have negative repercussions on the population of the world, a scenario that will make it difficult to achieve development goals.

The inability of females to have their health and educational needs met at the family or household level will make the family have fewer people working towards the improvement of their economic position of the family, thus, making it hard to develop. The nation that has policymakers who do not understand gender dynamics will fail to notice that either men or women need more support so as to be on par with the other.

This will render one gender useless as far as participation in the countrys economic development is concerned. At the international level, international development organizations such as the United Nations and the World Bank will witness the rising deaths and illiteracy among women as they move at a pace that is not sensitive to gender dynamics. This is how serious a poor understanding of gender dynamics can be.

References

Aronson, A & Kimmel, M., 2010. The Gendered Society Reader, (4^th ed.), New York: Oxford University Press.

Caplan, J & Caplan, P., 2008. Thinking Critically about Research on Sex and Gender (3rd Edition). New York: Ally & Bacon.

Collins, P., 2008. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment, (1^st ed.). New York: Routledge.

Connell, R., 2009. Gender (Key Concepts), (2nd ed.),New York: Polity

Disch, E., 2008. Reconstructing Gender: A Multicultural Anthology, (5^th ed.).New York:McGraw-Hill Humanities/Social Sciences/Languages.

Friedan, B.,2001. The Feminine Mystique. New York: W. W. Norton & Company.

Helgesen, S., 2010. The Female Vision. New York: Berrett-Koehler Publishers, Inc.

Hess, B & Vannoy, D., 2000. Gender Mosaics: Social Perspectives: Original Readings. New York: Oxford University Press.

Kramer, L., 2010. The Sociology of Gender: A Brief Introduction, (3rd ed.). New York: Oxford University Press.

Lips, H., 2007. Sex & Gender: An Introduction, (6^th ed.). New York: McGraw-Hill Humanities/Social Sciences/Languages

Lorber, J., 2005. Gender Inequality: Feminist Theories and Politics, (3^rd ed.). New York: Roxbury Publishing Company.

Tannen, D., 2001. You Just Dont Understand: Women and Men in Conversation, (1st ed.).New York: Harper Paperbacks.

Taylor, J., 1996. Eva Peron: The Myths of a Woman. Chicago: The University of Chicago Press.

Wharton, A., 2004. The Sociology of Gender: An Introduction to Theory and Research. New York: Wiley-Blackwell.

White, J., 2010. Taking Sides: Clashing Views in Gender, (5th.ed). New York: McGraw-Hill/Dushkin.

Although a lot of people believe that in the modern world, striving for equality and justice, the gender pay gap is closing fast, in fact, the real state of things is quite the oppositethe discrepancy is as wide as it has ever been. It has been estimated, that in the United States, there is no chance for women to close the gap earlier than in 50 years, which more than one generation away from today. The prognosis is even worse on a global scale: The UN reported that the world will need no less than 70 years to achieve gender equality in wages (Lips 169).

It is evident that the process of closing the gap is not a fast one as there are a lot of factors that hinder it. Furthermore, the rate of the progress in this direction has slowed down significantly over the last decade: In the 80s, the gap closed by more than 8 percent, in the 90sby app. 5 percent whereas in the period from 2005 up till now, the situation improved by only 1.5 percent (Mandel and Semyonov 1598).

It is commonly believed that the Lilly Ledbetter Fair Pay Act has contributed a lot to the solution of the wage gap problem, and many even think that no other measures are required. Indeed, the act introduced in 2009 stated that inequitable payments are unlawful, no matter what previously accepted practices led to this inequality (Blau 21).

Nevertheless, it is still not a rare case that women cannot discuss their wages with managers or colleagues for a number of reasons. According to a recent survey, more than 60 percent of women who work in privately owned companies feel discouraged to engage in such discussions since they are afraid that some negative consequences might follow as a penalty. The situation is better in the public sector: It accounts for the fact that the pay gap is much smaller here (Lips 173). Yet, it has been found out that male employers are not willing to hire a woman who can freely negotiate about her wages since men see such women as too much demanding and assertive. That is the major reasons a lot of women do not feel free to discuss such issues with their bosses (Tharenou 199).

The complexity of the issue is aggravated by the number of factors determining a successful outcome. The problem is that not only businesses but also the government and the general public play a significant role in changing the centuries-old perception. Despite technological and educational progress, it is still typical of many people to believe that it is normal for a woman to earn less than a man. Globally, women earn $100 for every $150 paid to men and this correlation is usually seen as adequate by representatives of both genders (Mandel and Semyonov 1605).

The inequality in payment is much deeper rooted than it may seem to be as it often starts as early as in the university or school. Female undergraduates are much less likely to have a chance to opt for an area of study that could offer high earning potential in future, which means that they have a disadvantageous position at the very beginning of their career (Blau 30). Man are preferred in many scientific, business, economic, and political areas since many educators are certain that they have the right mindset for these activities although there is no evidence supporting this idea. Moreover, men are much more likely to have a mentor or take leadership positions in various student organizations as it is supposed that they can better deal with a high level of responsibility (Tharenou 202).

When women graduate from the university and start to look for a job, it becomes evident that they will have to deal with prejudiced attitudes and perception of gender roles. A lot of employers still think that female candidates cannot outperform men in academic areas and even more think that they do not possess some important personal skills (such as punctuality, responsibility, leadership, etc.). There is also a common delusion that women will inevitably want family and children.

This means that investment in their labor will not pay back. It has been estimated, that womens salaries are decreased by no less than five percent for every child that she decides to have (Card et al. 642). Furthermore, women who continue working while they are pregnant are considered to be less committed to their job, less concentrated, and more emotionally unstable and prone to stress. These factors have led to the appearance of the so-called motherhood penalty phenomenon, which consists in discrimination and limitations put on working mothers.

Besides suffering from a distorted perception during their pregnancy, women often have problems to go back to work when they want. It is often the case that they have to leave their workplaces as it is not socially acceptable for a father to do so in order to take care of his children. This step is expected from mothers, who have to sacrifice their career opportunities for the sake of their families. Within 10 years of graduation, more than 20 percent of working women are forced to leave their positions as compared to only 1 percent of men. Out of this number, more than a third cannot return to their workplaces when they send children to kindergartens. In the United States, mothers position is also complicated by the fact that they are not paid any maternity leave (Goldin 1100).

While mothers are paid nothing and are usually substituted for new employees in their jobs, fathers receive 11 percent more than those male workers who do not have children. This benefit also refers to employment: A company is much more likely to employ a man with a family and children and is very unlikely to prefer a married woman with children to a single one. Even if some employers do so, they usually offer lower wages and no career opportunities whatsoever. Despite all these discriminatory factors, app. 70 percent of mothers opt for being a part of the labor force (Goldin 1103).

The difference in annual salaries of men and women is now huge indeed: It amounts up to 25 percent per every dollar even in cases when they occupy one and the same position. Women from different minority groups suffer from even a wider gap in payments as there is a common belief that their education is worse and they are sure to have a lot of children (Card et al. 645).

Those who think that there is now real discrimination in this aspect, usually argue that women simply choose career that are not so well-paid as compared to those chosen by men. In fact, pay discrepancies exist also within one field of activity, when men and women have the same education and working experience. A lot of women would be eager to work in business spheres that offer huge profits; however, they are not typically accepted in male-dominated areas of practice. Computer programming, financial management, and law are very demonstrative examples of fields, in which women are not welcome even if their potential is high.

Nevertheless, there is also good news: Experts say that there are ways to speed up the process of gap closing. Women must take into the account the following accelerating factors (Card et al. 651):

1. Women have to make sure that they possess digital fluency. This is basically the extent to which they can make sense of digital technologies in order to use them for their education and work. According to the most optimistic forecasts, this factor will reduce pay gap by 20 percent by 2020.
2. Women should become more ambitious in their career plans and try to develop high-aiming strategies. In other words, they must become proactive in building their careers and demonstrate their stirivings. Also, they should not be afraid of entering male-driven areas of business and politics as experience shows that they usually achieve success there.
3. Women should be more self-confident to be able to insist on the salary that they deserve. Salary negotiations are necessary to ensure their future job satisfaction. This issue cannot be left unattended as employers have a distorted view of womens expectations as a result of their silence.

Although these changes are desirable, they can only be made possible in case they are supported by governments, businesses, and educational institutions. In order to make sure that the mission of closing the gender pay gap is successful, the following steps are required (Blau 56):

1. Governments have to ensure that all working mothers receive maternity payments. What is even more important is to protect their rights when they want to go back to work and take the position that they held before pregnancy. Practices of gender discrimination must be outlawed. It is also essential that the government should make high-speed internet access available for every citizen of the country. Although this service may seem insignificant, it would give a lot of women a perfect opportunity to work as many of them can do only a remote job.
2. Businesses should show more initiative in attracting women and create an environment that would make them loyal to the company and stay there. Job satisfaction is a crucial factor that is not observed enough when it concerns women, who often need flexible schedules if they have small children. Furthermore, company owners must ensure that applicants are interviewed and tested without any prejudice on the gender basis. Women deserve equal chances with men even if they try to enter a field typically dominated by men.
3. Educational institutions should inform women about their course choices, specifically their impact on future wages and promotion. They must develop programs that would be appealing to women and motivate them to build career in such prospective fields as technologies, politics, management, finance, and legislation.

Taken together, these career boosters can improve the situation considerably. However, we must not forget about the impact of our own attitude to the problem. In many cases, it is not business or political leaders that are to blame but peoples perception of what it is right and wrong. There is nothing bad in sticking to traditions but in some areas of knowledge and activity, we must move forward leaving old ideas behind.

Works Cited

Blau, Francine D. Gender, Inequality, and Wages. OUP Catalogue, 2016.

Card, David, et al. Bargaining, Sorting, and the Gender Wage Gap: Quantifying the Impact of Firms on the Relative Pay of Women. The Quarterly Journal of Economics, vol. 131, no. 2, 2016, pp. 633-686.

Goldin, Claudia. A Grand Gender Convergence: Its Last Chapter. The American Economic Review, vol. 104, no. 4, 2014, pp. 1091-1119.

Lips, Hilary M. The Gender Pay Gap: Challenging the Rationalizations. Perceived Equity, Discrimination, and the Limits of Human Capital Models. Sex Roles, vol. 63, no. 3, 2013, pp. 169-185.

Mandel, Hadas, and Moshe Semyonov. Gender Pay Gap and Employment Sector: Sources of Earnings Disparities in the United States, 19702010. Demography, vol. 51, no. 5, 2014, pp. 1597-1618.

Tharenou, Phyllis. The work of Feminists is Not Yet Done: The Gender Pay Gapa Stubborn Anachronism. Sex Roles, vol. 68, no. 3, 2013, pp. 198-206.

Introduction

The contemporary school populations are increasingly becoming diverse, and thus institutions have to come up with creative ways of addressing the ever-evolving students needs. Specifically, schools with both gender-expansive and transgender students are often endeavoring to create an enabling environment that addresses the needs of such a diverse population. Most educators have to deal with the issue of the kind of washrooms that transgender students use in their schools. Therefore, the question of introducing gender-neutral toilets in schools arises, and it has drawn both criticism and support in equal measure. The implications of the decisions made concerning this matter traverse wide-ranging ethical, emotional, religious, legal, and privacy domains. All schools should have gender-neutral bathrooms because every child should feel safe in washrooms, it improves the health and learning capacity of students, and it addresses the problem of gender-based discrimination.

Why Introduce Gender-Neutral Washrooms in Schools

Schools should create an environment of safety for all students using bathrooms within institutions. According to the National Association of Independent Schools (NAIS), across the US, too many students avoid using bathrooms out of fear that another student might mistreat or harm them, emotionally or physically (4). At the center of the debate on introducing gender-neutral toilets in schools is the question of why transgender students cannot simply use private rooms designated for such gender identity given that those that identify as boys and girls have their respective washrooms. However, transgender students face ever-increasing barriers to acceptance in schools, and requiring them to use private rooms creates an enabling environment for stigmatization and further discrimination (Han1molu 45). It becomes easy to isolate these students from the rest and allow bullying to take place when such individuals are easily identifiable, which underscores the concept of lack of safety for the affected persons. Bartholomaeus and Riggs argue that transgender students are highly likely to be bullied due to their sexual orientation (361). Therefore, gender-neutral bathrooms should be allowed in schools as a way of promoting inclusivity and preventing the isolation of transgendered students, which ultimately improves their safety.

However, critics of the presence of gender-neutral toilets in schools would rebut the above argument by claiming that other gender-specific students will be uncomfortable sharing washrooms with individuals that do not share the same gender. As such, while on the one hand, such toilets create safe spaces for transgender learners, on the other hand, those spaces become unsafe for the other students. For instance, some students might be worried about the possibility of seeing the private parts of other students, especially if they belong to the opposite sex. However, while these concerns are genuine, schools could have specific policies and guidelines concerning the kind of behaviors that are acceptable in washrooms (Slater 956). In most cases, the majority of students are self-conscious about their private parts being seen by their peers, and thus they take all the necessary measures to ensure that they are not exposed. According to NAIS, Expectations for all students in any school context should also include a prohibition against leering at another student or making disparaging comments about another students body (6). Therefore, the issue of making other students uncomfortable could be addressed through clearly stated school policies on students code of conduct in washrooms.

Additionally, gender-neutral toilets comprehensively address the problem of gender-based discrimination, which is a highly sensitive issue in modern times. Schools have the option of instructing transgender students to use private rooms for toilets, and while this approach seems plausible and logical, it entrenches the concept of gender-based discrimination. The idea of separating transgender students from the rest of their peers sends the wrong message that their gender identity is invalid or unreal, which underscores discrimination (Jones et al. 960). Consequently, given that such insidious message comes from the schools authorities, the very people supposed to be taking care of the students, affects the learners sense of self with devastating consequences, such as lack of self-worth and self-esteem (Seelman et al. 116). Therefore, some of the transgender students will opt not to use such private rooms for fear of the adverse repercussions associated with this practice. As such, it suffices to argue that gender-neutral restrooms should be introduced in schools as part of anti-discrimination based on gender.

However, the above argument could be rebutted by arguing that some students are cheeky, and thus they would pretend to be transgender in order to peek at the other gender. For instance, boys could disguise themselves as transgender so that they gain access to girls washrooms. However, the available evidence from various schools shows that children are unlikely to assert false gender identities with the sole purpose of accessing such facilities. In a study conducted on 17 public school districts with such inclusive policies  districts that together serve over 600,000 students  not a single one reported such scenarios (NAIS 7). Therefore, based on this data, it is unlikely that students will access gender-neutral bathrooms intending to glance at the opposite sex. Additionally, schools have policies that regulate how students relate with each other to ensure privacy and discipline (Hafford-Letchfield et al., 4). Therefore, the question of some students being mischievous is a factor of the level of supervision by the administration and the general climate in terms of discipline, and it has nothing to do with having gender-neutral washrooms.

Finally, gender-neutral toilets facilitate students health and optimal academic performance. If transgender learners are forced to use private rooms, some might decide not to use such facilities, which compromises their health. Normally, the bladder should be emptied when full, and failure to this might lead to the accumulation of harmful bacteria leading to infection (Leung et al. 3). Additionally, apart from the physiological effects caused by urinary tract infections due to failure to empty the bladder, the affected students mental health is affected. According to Wilkinson et al., educational achievement by transgender students is highly subject to the level of discrimination experienced, especially in adolescence, when students are in secondary schools (146). As such, the affected students due to the failure to provide gender-neutral washrooms will not have the right mental state to focus on their studies due to constant ailments and stigmatization. Therefore, it is important for schools administrations to consider the possibility of introducing gender-neutral washrooms and help transgender learners to perform optimally and be of good health.

However, critics of these facilities have various objections, such as the discomfort and insecurity that straight students might experience sharing washrooms with their transgender counterparts. Lack of comfort and security by students are major concerns that every school should address comprehensively (Sanders and Stryker 781). However, introducing gender-neutral washrooms does not mean that the other form of toilets will be eliminated. Therefore, washrooms clearly marked for boys and girls would still exist alongside the other gender-neutral toilets. As such, students who are uncomfortable using washrooms that are not designated for any gender would have the option of using these other facilities. This assertion negates the question of some learners feeling insecure when sharing toilets with individuals who seemingly belong to the opposite gender. Additionally, the failure to provide safe places for transgender students in the name of ensuring the comfort of their straight counterparts is discriminatory in nature. Therefore, in the interest of fairness and equality in the way the diverse student populations are treated, gender-neutral washrooms should be introduced in all schools around the country.

Conclusion

The diversity of students in contemporary school environments is ever increasing. Therefore, schools should be in a position to create policies that address the unique student needs, whether by cultural, religious, or gender reasons. The issue of gender-neutral washrooms in schools has been controversial. However, as shown in this paper, it is clear that these facilities should be introduced in every school for various reasons. Transgender students will have an enabling environment to learn without being ostracized and stigmatized due to their gender identity. Additionally, gender-neutral washrooms will ensure that transgender students feel secure within school environments. The various counterarguments that could be used to rebut the support for these facilities are weak, as shown in this paper. The introduction of gender-neutral toilets does not imply the removal of other toilets designated for boys and girls. Therefore, based on the arguments presented in this paper, gender-neutral washrooms should be allowed in schools because they ensure the safety of transgender students, their health and educational performance, and it eliminates the problem of gender-based discrimination.

Works Cited

Bartholomaeus, Clare, and Damien Riggs. Whole-of-School Approaches to Supporting Transgender Students, Staff, and Parents. International Journal of Transgenderism, vol. 18, no. 4, 2017, pp. 361-366.

Hafford-Letchfield, Trish, et al. Transgender Students in Post-Compulsory Education: A Systematic Review. International Journal of Educational Research, vol. 86, 2017, pp. 1-12.

Han1molu, Egemen. Stigmatization and Suicide Vulnerability in LGBT Students: Inquiry and Recommendations. Journal of Education and E-Learning Research, vol. 6, no.2, 2019, pp. 45-51.

Jones, Tiffany, et al. School Experiences of Transgender and Gender Diverse Students in Australia. Sex Education, vol. 16, no.2, 2016, pp. 156-171.

Leung, Alexander, et al. Urinary Tract Infection in Children. Recent Patents on Inflammation & Allergy Drug Discovery, vol. 13, no. 1, 2019, pp. 2-18.

NAIS. Transgender Students and School Bathrooms. 2020. Web. 

Sanders, Joel, and Susan Stryker. Stalled: Gender-Neutral Public Bathrooms. South Atlantic Quarterly, vol. 115, no.4, 2016, pp. 779-788.

Seelman, Kristie, et al. Victimization and Microaggressions Targeting LGBTQ College Students: Gender Identity as a Moderator of Psychological distress. Journal of Ethnic & Cultural Diversity in Social Work, vol. 26, no.2, 2017, pp. 112-125.

Slater, Jenny, et al. School Toilets: Queer, Disabled Bodies and Gendered Lessons of Embodiment. Gender and Education, vol. 30, no.8, 2018, pp. 951-965.

Wilkinson, Lindsey, et al. Educational Attainment of Transgender Adults: Does the Timing of Transgender Identity Milestones Matter? Social Science Research, vol. 74, no. 1, 2018, pp. 146-160.

Sex is what you are assigned to at birth while gender identity is something that develops during your life based on your self-perception and personal subjective understanding of who you are. In most cases, these two categories are the same, but when they do not coincide, the person can experience significant distress with her/his biological sex and face the need to receive certain treatment and the help of the specialists. Gender dysphoria can lead to serious psychological problems if left untreated and knowledge about the symptoms and possible ways of overcoming the potential risks related to such distress are vital for every person providing health care services.

Medical Classification

According to Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) published in 2013, gender dysphoria is a medical disorder that requires appropriate, timely treatment to prevent severe negative consequences (Lev, 2013). Many transgender people and public activists support the idea that gender dysphoria should not be classified as a disorder and support depathologization of this rare phenomenon, as the terminology significantly influences the stigma related to being a person with nonconforming gender identity prevailing in the society. Lev (2013) emphasizes the importance of understanding that transgender people deserve medical treatment due to the need to actualize their authentic gender and not because they are insane. Though DSM-5 has removed some of the sexiest aspects of nomenclature related to gender dysphoria, many specialists are convinced that further actions need to be taken in order to change the current attitude to people with non-usual gender identity and eliminate the risk of treating them as mentally ill (Lev, 2013).

Causes

Modern science does not have the answers to the question what are the main causes of mismatch between the persons biological sex and gender identity. Many studies reveal that transgender people have certain differences in brain functioning. Certain common variations in genes, hormones, and structure of the brain were found to be common for many transsexual people. However, there is no evidence that the same patterns are typical for every transgender person, and there is a need for future studies that will possibly be able to find the true causes of the discussed phenomena.

The distress experienced by a person whose sex does not coincide with the gender identity is mainly caused by negative attitudes prevailing in the society, lack of support from the family, and violence experienced because of demonstrating the behavior that does not conform to strict gender subdivisions.

Symptoms

The main symptom of gender dysphoria is experiencing the significant dissatisfaction with the biological sex of a person, which often results in disgust to body parts associated with the gender assigned to the person at birth. Such symptoms can appear even at the very young age resulting in the childs refusal to wear clothes and play toys that are typical for the biological gender he or she was assigned to at birth. Another symptom is a strong desire to get rid of physical signs of belonging to the sex the person does not identify as the authentic one. People with gender dysphoria also often experience severe anxiety and stress related to the unwillingness to match the standards of behavior associated with their biological gender and social isolation caused by the inability to meet the expectations of peers and family members. Loneliness and depression are the accompanying symptoms which often result in attempts to commit suicide. The studies reveal that people with non-conforming gender identity are at very high risk of suicidal behavior, as nearly 41% of American citizens experiencing gender dysphoria were found to have attempts to end their lives (Grant et al., 2011). The risk of trying to commit suicide significantly rises in the cases when transgender people experience violence and are not supported by their families (Reyes, 2014).

Diagnosis

Diagnosis of gender dysphoria can be carried by specialists working in Gender Identity Clinic after conducting the corresponding in-depth assessment of the specifics of a persons attitude to the biological sex, the typical behavioral patterns, the ability to cope with the difficulties related to the experienced mismatch, physical and psychological health, and other factors. The diagnosis of gender dysphoria can be carried after the specialist gathers the information revealing if the person experiences two or more of the criteria for gender distress mentioned in DSM-5 for at least six months. After the diagnosis is confirmed, the corresponding treatment plan aimed at offering appropriate psychological help is developed, and the potential steps related to medical or surgical treatment are discussed.

The age at which gender dysphoria can be diagnosed is a highly controversial issue attracting much attention of various specialists whose debates are centered on the long-term effects of early interventions and potential negative consequences of delayed treatment. The question is how to determine the age when the childs refusal to conform to the typical behavior rules of his/her biological sex is no longer a temporary pattern typical for many children but a serious predictor of gender dysphoria. For example, many little girls prefer playing boyish toys, but most of them do not become transgender. Therefore carrying assessment at the very young age can potentially influence the subsequent development of a person and mistakenly diagnose a person with temporary childish preferences with gender distress. Most specialists agree that the most optimal age for diagnosing gender dysphoria in children is around ten years (Nicholson & McGuinness, 2014). However, if the person experiences significant difficulties with social functioning, strong dislike of existing sexual anatomy, etc., then the specialists can conduct appropriate assessments able to confirm that the child is transgender at the earlier age as the delay in providing treatment for such children can lead to serious negative consequences, including long-term depression and attempts to commit suicide (Nicholson & McGuinness, 2014). Further research is needed to define the age that is optimal for diagnosing gender dysphoria and providing the appropriate treatment.

Treatment

The treatment of gender dysphoria is mainly aimed at eliminating emotional distress and supporting the persons ability to demonstrate his/her gender identity; psychological assistance, hormone therapy, and surgery are the most common types of treatment provided to people experiencing gender dysphoria.

Psychological help is one of the main keys to helping the person experiencing stress because of the mismatch between his/her biological sex and gender identity. Psychological counseling is aimed at assisting the person in the process of getting rid of the feeling of guilt related to the inability to meet the expectations of society or family. Psychologists help transgender people to accept their personalities and learn how to express their gender identity in the way that make them feel happy and full-fledged members of society. Psychological treatment often includes counseling provided for the relatives of the transgender person aimed at eliminating the causes of conflicts.

Hormone therapy is based on taking the medications that suppress the release of hormones typical for the sex assigned to birth and stimulate the production of hormones typical for the gender identified by the person as the authentic one. Such treatment is highly controversial as it causes irreversible changes in the organism and eliminates the possibility of returning to the initial biological sex. The age at which hormone therapy can be given to children experiencing gender dysphoria is also a theme of numerous debates. While the decision whether to give hormones to an adolescent or not depends on the parents, some specialists prescribe puberty blocker hormones to children with gender distress to enable them to make a decision on hormonal gender reassignment by themselves at the older age.

Surgical treatment includes genital surgery, breast surgery, laser hair removal, and other interventions aimed at changing the physical appearance of the person in such way that it corresponds to the authentic gender. Surgical treatment appears to be a rather effective method of treatment of gender distress, as most studies reveal that transgender people that have received such treatment experience significant improvements in emotional stability, satisfaction with life, and overall happiness (Gijs & Brewaeys, 2007). Moreover, the studies show that there is a very small percent of those who regret surgical sex reassignment, and in most cases such treatment has obvious positive results (Gijs & Brewaeys, 2007). However, the age at which the decision about receiving surgical treatment of gender dysphoria can be made is also a controversial issue, as the consequences of such surgeries are irreversible and cause serious biological changes in the body of a person.

Conclusion

The attitudes to non-conforming gender identity have changed significantly during the last century. Modern medicine is not aimed at making a person who identifies her/his gender as opposite to the biological sex conform to the common gender division standards. Instead, modern health care tries to help transgender people live the life free of regrets and stress and adjust their life to the identity they have. While the causes of such phenomenon are still unclear, its consequences are rather well defined, and gender dysphoria is one of them.

The distress experienced by people with non-conforming gender identity can lead to serious negative consequences, including depression, attempts to commit suicide, social isolation, etc. That is why timely diagnosing and treatment is the key to eliminating the risks faced by transgender people demonstrating the symptoms of dysphoria. However, the definite age suitable for starting diagnosing and providing hormone and surgery therapy remains a controversial issue.

Every person involved in providing health care services needs to have the essential knowledge about gender dysphoria, as its timely identification is the key to assisting the person in overcoming the experienced difficulties and choosing the most appropriate methods of treatment.

References

Gijs, L., & Brewaeys, A. (2007). Surgical treatment of gender dysphoria in adults and adolescents: Recent developments, effectiveness, and challenges. Annual Review of Sex Research, 18, 178-224.

Grant, J., Mottet, L., Tanis, J., Harrison, J., Herman, J., & Keisling, M. (2011). Injustice at every turn: A report of the national transgender discrimination survey. Web.

Lev, A. (2013). Gender dysphoria: Two steps forward, one step back. Clinical Social Work Journal, 41(3), 288-296.

Nicholson, C., & McGuinness, T. (2014). Gender dysphoria and children. Journal of Psychosocial Nursing & Mental Health Services, 52(8), 27-30.

Reyes, A. (2014). Transgender study looks at exceptionally high suicide-attempt rate. Web.