Some of the traditional identical myths like 'females will never be good in math'; 'females do not become good engineers or pilots or fire-fighters'; 'females do not need to ..." /> Logo

Gender biasness in education


Some of the traditional identical myths like 'females will never be good in math'; 'females do not become good engineers or pilots or fire-fighters'; 'females do not need to be a doctor as no one wants to marry a doctor' still exist in our present situation. These are already transformed as the discriminatory practices on the dominated female gender. So it is commonly noticeable that female students do not perform in technical education background. Such as, the departments of Electrical and Electronics Engineering, Bioengineering, Aerospace Engineering, Mathematics have less female students, while male dominate most of the science and engineering department.
No one gives the female members a try. They get discriminated, undermined, and unvalued. These happen due to gender biasness ¾ an alarming global problem which is a widely concerned matter in educational sector.
It reveals gender distinctions between female and male for the origin of societal as well as state-based norms and believes.
Though proper education only can eliminate this controversial issue, gender biasness is significantly high and noticeable in the tertiary level education of Bangladesh. Number of female students in both the public and private universities is less than male students.
The dropping female students of the tertiary level are more than half in total number of the tertiary level female students. And other female students of the tertiary level complete their graduation with much more complexities and hazards in life. Without completion of the tertiary level education, no one can be facilitated in any way. It is matter of sorrow that female students are badly deprived from equal treatment and amenities of education in the real scenario of our society, even in all spheres of society.
Gender based socio-economic, cultural barriers distract them to complete tertiary level of education. Marital condition, motherhood, family conflict and restriction against tertiary level of education for female are some of the major obstacles among these. Mainly these barriers expand from family to the university campus, as the main barrier in tertiary education is lack of family support.
The effectiveness and efficiency of proper female education depends upon the flexible perspective of family and their equalized treatment and value.
Though females struggle to complete up to secondary level, later their initiatives, struggle and self-motivation do not support to reach in the next phase of tertiary level education.
That why, the maximum female student cannot finish their education and also they drop out of university in support of their families as compared to males. Finally they begin to underperform in the in-laws house, where they have to depend on husband for economical and mental support to continue her education.
Often they do not get privilege for continuing education without any break. Actually society members deem the right to educate a boy properly than a girl.
Girls are not being allowed to reach their own potential and their abilities and so they fail to nurture their qualitative skills as well as their creative gap in tertiary level education leads to the uncertain life journey among the females who are the largest portion in the total population.
So, in the national life, they cannot hold any leadership positions and they cannot be allowed to participate in national and global decision-making forum. In the broader sense, they cannot contribute much by holding the individual identity, which only can be availed by the higher level education through the completion of the tertiary level at university.
For the lacking of proper education, females have to accept life long struggle in every stage of their life and also to survive a hard reality.
They are not even recognized for their efficiency, talent and intelligence compared to male. As a result, women empowerment with self-confidence and internal strength is not flourished in the truer sense. Hence, tertiary level education of female students accelerates the level of empowerment.
However, to ensure national, economic, scientific and technological advancement and social development, the inconsiderate and gender biased approaches as well as societal backlashes have to prevent and eliminate from human existence. Female education at all levels should be compulsory like higher secondary level education as it will help to reform for bringing about all kinds of progressive and productive aspects.

(Mahmuda Begum Sinthia is a student of MA in Applied Linguistics and ELT, Jagannath University)
Mahmuda Begum Sinthia