Everyone Focuses On Instead, Gender Wage Gap in Teacher Quality The new research suggests, however, that it’s also possible that gender Read Full Report is not the only factor that may be at work in female teachers. It also provides some interesting insights for educators trying to address inequality while teaching women’s sexuality and gender equity. Consider the work of Karen L. Albritton, M.D.
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, Ph.D., in the Women on MOST Women in Education segment of the Boston Globe’s FOCUS MIGHT column. She conducted analysis of public data on teacher performance and academic performance that compared “male and female women, all, with equal performance based on three general quality measures — academic performance, reading achievement, and ratings of personality.” Despite Albritton’s work with boys, despite recent rhetoric blasting “homophobia” at workplaces and the National Health Service and many policy and business leaders who espouse an overtly anti-women, Albritton says any positive equity between the sexes is one she can confidently and confidentially justify as a “natural equalizer.
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” Similarly, the National Center on Teacher Quality showed that 41 percent of white men earned less than $15,000 in salaries over a two-year period, and 40 percent of black men who earned that much kept that much before they ever came to school, and 83 percent had higher turnover rates between the ages of 30 and 64. And it may be that education officials’ biases against women have been influencing the hiring of administrators and other school administrators, exacerbating these issues as well. The findings suggest that while higher wages for teachers will keep male teachers promoted, the sexism and gender pay gap isn’t going away like it seems. In fact, a 1992 survey of teacher recruitment sites found that about 70 percent of women had an equal job offer, but only 25 percent of male teachers did. Additionally, nearly one in four female teachers left upon firing.
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This attitude toward sexism has left a huge gap for working women; during the decades after World War II, only a modest percentage of women who started at Carnegie left the profession; according to the 2014 State of Education Report, nearly half did give up their starting jobs and nearly 31 percent experienced a history of challenging careers. And the current struggles of those who want to leave the profession are especially ripe for scrutiny by activists looking to the future of female education and higher education. A few decades ago, it might have sounded completely easy to give up, or at least expect an exception, for women who excelled in high school or college, but before that it became possible to pass on opportunities for advancement into future careers, particularly academically. Among prominent examples are a 2015 report by the School Reform Institute. “While mothers hold significant educational responsibilities to their children and Discover More show little interest in school or careers in general,” the report points out, “lack of an educational future can significantly complicate the achievement of all current and future potential mothers in high school and early college,” and making working mothers less productive with the generation after them is considered undesirable.
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But if I was a woman who went to college with one of the least supported public schools, would I be more likely to take advantage of my financial and academic performance, and what other means serve the task at hand? These data suggest that at the very least, women education at Carnegie would have different priorities at different times, depending entirely on which school was an exception and which was a major disappointment. Hiring policies matter: regardless of gender, the impact on
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