Critical Essay – Investigating Gender Equity in Educational Attainment Across Canada

Students are required to write a sociological paper that is analytical, argumentative, and critical. The paper should make strong links to the course and is meant to be a mechanism for students to think more personally and deeply about given course concepts. The goal here is depth (overbreadth) and the demonstration of critical thinking and argumentation (over mere description). It is imperative to note that the writing of a sociological paper requires the use of scholarly sociological sources, such as sociological books, edited sociological collections, and scholarly sociological journals. The final critical essay must include a minimum of TWO sociological scholarly sources NOT including the course textbook and related course materials. You are working to further expand your thinking and to be in critical conversation with scholars on your chosen topic.

The final critical essay should be 7 pages in length (and, at minimum, 5 full pages, not including any title or reference pages); all submissions should be double-spaced, with one-inch margins and size 12 font. Students are required to include full bibliographic information for all secondary materials used in their work. You must use proper APA format (including in-text citations) in the completion of your written work; failure to do so may result in charges of academic misconduct and/or a failing grade.

PLEASE FIND SOCIOLOGY SCHOLARY ARTICLES FOR THIS ESSAY. I HAVE ALSO ATTACHED THE COURSE TEXTBOOK WHICH YOU ALSO NEED TO REFERENCE FROM. I HAVE ADDED THE RUBRIC AS WELL, SO PLEASE REFER TO THAT AS WELL. 

THIS IS MY INTRODUCTION BELOW FOR THE PAPER. 

Introduction: 

In recent years, the focus on gender equity in educational attainment has intensified in Canada. Despite concerted efforts to rectify disparities within classrooms, it is imperative to recognize that educational outcomes are shaped by a multitude of factors extending beyond conventional educational environments. In this essay, I will argue that achieving gender equity in educational attainment requires a comprehensive approach that goes beyond addressing classroom dynamics alone.  This essay aims to explore the multifaceted nature of gender equity in educational attainment across Canada, examining various social, economic, and cultural factors contributing to divergent outcomes.

By delving into the broader socio-economic, cultural, and systemic determinants at play, we can uncover the underlying causes of these disparities and formulate more effective strategies to foster gender equity in education nationwide. This paper asserts the significance of adopting a holistic perspective on educational attainment, encompassing an examination of how socio-economic factors such as income inequality and parental education levels intersect with gender to shape educational opportunities and outcomes.

The research question for this study is whether Canada has achieved gender equity in education and what disparities exist and possible solutions. Answering this question will help us understand the state of education in terms of gender balance and related issues. The findings would help sociologists and policymakers develop evidence-based interventions that promote the education sector and society at large. 

References

Borgonovi, F., & Han, S. W. (2021). Gender disparities in fear of failure among 15-year-old students: “The role of gender inequality, the organization of schooling and economic conditions”. Journal of Adolescence, 86(1), 28–39.
https://doi.org/10.1016/j.adolescence.2020.11.009

Clandfield, D., Livingstone, D. W., Curtis, B., Galabuzi, G.-E., San Vicente, A. G., Smaller, H. J., Martell, G., & for Policy Alternatives, C. C. (2014). Restacking the deck: streaming by class, race and gender in Ontario schools: Canadian Centre for Policy Alternatives. 23(2), 114-169.

Coulter, R. P. (1996). Gender equity and schooling: Linking research and policy. Canadian Journal of Education, 21(4), 433-452. https://doi.org/10.2307/1494895

Gevrek, Z. E., Gevrek, D., & Neumeier, C. (2020). Explaining the gender gaps in mathematics achievement and attitudes: The role of societal gender equality. Economics of Education Review, 76(1), 2-30. https://doi.org/10.1016/j.econedurev.2020.101978

PLEASE ALSO USE THESE REFERENCES IN THE PAPER.