According to UNICEF, girls in math classes “failed by discrimination” and “stereotyping”

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According to UNICEF, girls in math classes "failed by discrimination" and "stereotyping"

  • News by AUN News correspondent
  • AUN News – ISSN: 2949-8090

Erroneous expectations

There should be no girl left behind.

Every kid must be assisted in developing the fundamental abilities required for success in both school and life.

let me learn about #UNGA

— UNICEF, September 14, 2022 (@UNICEF).

This disparity results from gender preconceptions and negative gender norms that teachers, parents, and peers frequently maintain regarding girls’ inherent mathematical incapacity.

According to UNICEF, these preconceptions are applied to young girls and frequently damage their self-confidence, setting them up for failure.

The research also acknowledges the long-term consequences of persistent gender inequality, highlighting how boys are more likely to apply for careers in mathematics. As a result of the substantial gender imbalance revealed by the research, the STEM (science, technology, engineering, and mathematics) disciplines are devoid of talent.

Opportunity never comes knocking

According to UNICEF Executive Director Catherine Russell, “Girls have an equal potential to master mathematics as boys do; what they need is an equal opportunity to acquire these vital abilities.”

We need to do more to assist every kid in learning the fundamental skills they need to succeed in school and life and challenge gender stereotypes and norms that hold girls back.

Early math education improves children’s ability to create by enhancing their memory, understanding, and analytical skills.

Before next week’s major Transforming Education Summit, UNICEF warns that kids who don’t grasp fundamental math and other foundational skills may find it challenging to complete essential jobs later.

Figures provide the narrative

The report’s review of data from 34 low- and middle-income nations reveals that while boys outperform girls in grade 4 elementary schools, 75% of students are not learning the basics of numeracy.

More than one-third of 15-year-olds do not yet possess the required level of proficiency in mathematics, according to data from 79 middle- and high-income nations. These figures highlight the seriousness of the educational problems that both sexes face.

A deciding factor is also the affluence of the household. Compared to children from the poorest families, kids from the wealthiest homes have 1.8 times the likelihood of mastering numeracy abilities by the fourth grade.

Early childhood education and care programme participants have up to 2.8 times the likelihood of obtaining a minimal level of mathematical proficiency by age 15 compared to nonparticipants.

Millstone for COVID

The paper also mentions how the COVID-19 pandemic has contributed to the entrenchment of gender inequities.

Similarly, widespread disruptions to educational systems worldwide have slowed student advancement. Since the COVID-19 pandemic, there have been increasing discrepancies in math ability in nations where girls are more prone than boys to drop out of school.

I flip the page

In addition to urging increased effort and investment to re-enrol and retain all students in school, improve access to remedial and catch-up learning, support teachers and provide them with the resources they require, and ensure that schools offer a safe and supportive environment so that all students are prepared to learn, UNICEF is urging governments to commit to providing all children with a high-quality education.

According to the organisation, these requirements must include a dedication to regular learning assessments, improved instruction delivery, a focus on teaching the essentials, and attention to mental health.

“This is not the time for hollow promises, with the learning of a whole generation of children at risk,” Ms Russell said in her concluding remarks. We must take immediate action to transform education for every child.

Analysis by: Advocacy Unified Network

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