Gender equity

(Continued from last issue)

IN the definition of gender equity, gender is never separate from nationality, race, ethnicity, religion, language, gender orientation, income or other diversities that define us as human beings. It offers a framework for educational reform in which all females, regardless of the above differences, are treated equally and equitably; and:

a) Are engaged in equal participation in civic duties;

b) Are prepared for future education, jobs and careers;

c) Set and meet high expectations for themselves, their family and others;

d) Develop as respectful and productive individuals, friends, family members, workers and citizens;

e) Receive equitable treatment and achieve equitable outcomes in school and beyond.

Equity and Equality are often used in synonymous terms. However, there are important differences or distinctions that need to be made between equity and equality.

A.    Gender Equality emphasizes treating people the same (as described in Section 4e of RH Bill). However, treating people the same doesn't accommodate significant differences which may affect the outcomes of equal treatment. Theoretically, girls in schools have the same access to courses and school programs as boys.

However, some courses continue to have an imbalance of female to male students. Where courses are seen to be “masculine” or predominantly filled with boys and male instructors, the environment is not conducive to girls’ feeling comfortable, encouraged or having instruction which reflects their experiences/points of view, getting the level of attention and access to equipment they need.

B.     Where conditions do not take into account the differences in people’s gender, equal treatment tends to default to the unequal status quo. Gender Equity, therefore, would recognize the difference in gender and accommodate it in order to prevent the continuation of inequitable status quo, e.g. girls still predominating in office procedures and teaching, and boys in Science, Technology, English and Math (Stem), with corresponding discrepancies in relative pay. In education, more boys than girls pursue Stem subjects. Therefore, women lag behind in those areas where power and status lie economically, socially and politically.

C. Gender Equity emphasizes fairness in process and outcome, and does not presume a hypothetical ideal and undifferentiated individual. Simple equality as a concept does not recognize the very different conditions under which different genders attempt to live and work in society. The prejudices and the failures to take into account the obstacles which others genders (females) face; and the subtle and gross ways in which female genders are rendered invisible, silent or outsiders and discriminated in many other ways is the basis of gender equity.

In other words, Gender equity, generally refers to the movement and process of achieving equality between men and women with due consideration to the female gender and its special needs. There are specific needs of women that are not met by gender equality. (To be continued next issue)

(Issue of Oct. 3-9, 2011)