NAME: ISIKA MUDI

ROLL NO: 002101301023

PAPER NAME: YOUTH AND SOCIETY
MODULE: II
COURSE: B.A. SOCIOLOGY
YEAR: UG-III
SEMESTER: VI
 TOPIC NAME:
Gender Inequality and Distribution: Challenges Faced by Youth in
Schools
 ABSTRACT
Gender inequality remains a pervasive problem in educational institutions worldwide and has
significant implications for young people, especially in schools. Despite the steps towards
equality, there are still inequalities in the distribution of resources, opportunities and gender-
based treatment. In many educational settings, girls face barriers such as limited access to
quality education, inequitable distribution of resources and social prejudices that perpetuate
stereotypes and limit their educational opportunities. On the other hand, boys may have
expectations about how to respond to. traditional education. gender roles that lead to
differences in disciplinary actions, academic expectations and access to certain subjects or
extracurricular activities. These inequalities not only hinder the personal development and
academic success of individual students, but also perpetuate wider social inequalities. In
addition, marginalized groups such as LGBTQ+ youth may face additional challenges such
as discrimination, bullying and exclusion, exacerbating the impact on student’s gender
inequality in schools.
Relating this with qualitative research it explores the multiple dimensions of gender
inequality and resource allocation that youth experience in school. The research, using semi-
structured interviews, explores students' experiences, perceptions and narratives of gender
differences in access to educational resources, teacher treatment and opportunities for
academic and personal growth.
Tackling these problems requires comprehensive policies and interventions that aim to
promote gender-sensitive practices, challenge stereotypes, promote inclusive learning
environments and provide equal opportunities for all students. By addressing gender
inequality in schools, societies can help young people reach their full potential and contribute
to a fairer and more inclusive future.
 INTRODUTION
Gender inequality continues to be an ongoing and complex issue that affects educational
institutions worldwide and has a significant impact on the experiences and opportunities of
young people in the school environment. Although progress has been made in promoting
gender equality, there are still inequalities in the distribution of resources, the treatment of
educators and the availability of gender-specific opportunities. These differences not only
hinder the academic and personal development of individual students, but also perpetuate
wider social inequality. Gender inequality manifests itself in various forms in the context of
school youth. Girls often face barriers such as limited access to quality education, unequal
distribution of resources, and social biases that reinforce traditional gender roles and limit
their educational opportunities. On the other hand, boys may experience pressure to conform
to narrow definitions of masculinity, leading to differences in academic expectations,
disciplinary actions and participation in certain subjects or extracurricular activities.
Addressing gender inequality in schools requires a holistic approach that addresses systemic
barriers and promotes inclusive practices. Schools can play a key role in promoting gender
equality and social justice by fostering environments that challenge stereotypes, provide
equal access to resources and enable all students to succeed.
This article aims to explore the complexities and differences of gender equality. inequalities
faced by young people in schools, exploring its causes, consequences and possible
interventions. Through critical analysis and evidence-based insights, we strive to foster
ongoing dialogue and advocacy with the goal of creating a more equitable and inclusive
educational environment for all young people.
Youth face a multitude of challenges in school settings, and among the most significant are
those related to gender inequality and distribution of resources. Here's an explanation with
relevant examples:
Unequal access to educational resources:
Example. In many places, girls still face barriers to access to quality education, such as
cultural norms, distance from schools and lack of sanitation. For example, UNESCO reports
that girls in sub-Saharan Africa are less likely to go to school because of homework, early
marriage or lack of security on the way to school. Example In some communities, schools
may lack basic infrastructure (such as separate toilets for girls), causing discomfort and
confusion that may prevent them from participating in education.
Gender bias in academic opportunities:
Example: Girls may be excluded from science, technology, engineering and mathematics
lead away. because of stereotypes about their abilities. OECD research shows that in many
countries girls are less likely than boys to choose STEM subjects, even though they do
equally well in these fields. Example, Boys may be stigmatized if they show an interest in
traditionally female activities or subjects. They may be discouraged from studying the arts or
humanities, leading to limited academic research and potential career opportunities.
Discriminatory treatment of teachers:
Example: Teachers may unintentionally perpetuate gender bias through unequal treatment.
For example, studies have shown that teachers pay more attention to and praise boys in
classrooms, while girls receive more criticism for the same behavior. Example: LGBTQ+
youth may experience discrimination or hostility from teachers because of their sexual
orientation or gender identity leading to feelings of isolation and exclusion in the school
environment.

Explaining furthermore with an example when I was in my school, I had a classmate named
Aive who then was a 14-year-old girl experienced her first menstrual period while attending
school. She had little knowledge about menstruation and felt embarrassed and confused
when she realized what was happening. Aive didn't have any sanitary pads or spare clothes
with her, as she hadn't expected her period to start at school.

As the bloodstain on her uniform became visible, she felt anxious and panicked. She tried to
hide the stain by tying her sweater around her waist, but her classmates noticed and started
whispering among themselves. Some girls giggled and pointed at her, while others
whispered to each other, spreading rumours about why her uniform was stained.

Feeling ashamed and vulnerable, Aive hesitated to approach her teacher for help. When she
finally mustered the courage to explain her situation, the teacher responded dismissively,
telling her to "deal with it" and continue with her lessons. Without any guidance or support,
she felt isolated and alone, unsure of what to do next.

The incident left a lasting impact on Aive’s self-esteem and confidence. She became anxious
about attending school during her period, fearing further embarrassment and ridicule from
her peers. Moreover, the lack of empathy and understanding from her teacher reinforced the
stigma surrounding menstruation, making her feel ashamed of a natural bodily process.

Overall, this example highlights the importance of creating supportive and inclusive
environments in schools where girls like Aive feel empowered to manage their menstrual
cycles with dignity and confidence. It also highlights the need for comprehensive menstrual
health education and awareness programs to combat stigma and promote positive attitudes
towards menstruation among students and teachers.
 CONCLUSION
In short, it can be stated that the issue of gender inequality and the divisive challenges facing
young people contains a complex network of social, institutional and individual factors that
intersect and shape the experiences and opportunities of young people. From unequal access
to educational resources and discriminatory treatment in the school environment to limited
career prospects and social pressures based on gender norms, young people face countless
challenges that hinder their holistic development and perpetuate systemic injustice.
Responding to these challenges requires a multifaceted approach. approach an approach that
includes political actions, educational reforms, awareness initiatives and community
engagements. This requires challenging entrenched gender stereotypes, breaking down
institutional barriers and promoting inclusive practices that enable all young people to
succeed regardless of their gender identity, socio-economic status or other intersecting
identities. In addition, gender equality and resource allocation are promoted. . Schools and
society as a whole are not only social justice, but a fundamental condition for achieving
sustainability and building a fairer future for all. By prioritizing the needs and rights of
young people, investing in their education and creating environments that support their well-
being and empowerment, we can work towards a world where every young person has the
opportunity to realize their potential and positively influence society.

Ultimately, the journey towards gender equality and resource allocation continues and
requires collective action by individuals, communities, governments and organizations. This
requires a commitment to challenge norms, advocate for change and build an inclusive
society where every young person is valued, respected and given equal opportunities to
succeed. Only through joint efforts and solidarity can we create a world where gender
equality is not just a distant wish, but a lived reality for future generations.
 REFERENCES
• UNICEF. (2016). "Gender Equality: Why it Matters." Retrieved from:
https://www.unicef.org/gender/files/Why_Gender_Equality_Matters.pdf

• United Nations Educational, Scientific and Cultural Organization (UNESCO). (2019). "Gender
Equality in Education: Looking Beyond Parity." Retrieved from:
https://unesdoc.unesco.org/ark:/48223/pf0000369512

• OECD. (2015). "The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence."
Retrieved from: https://www.oecd-ilibrary.org/education/the-abc-of-gender-equality-in-
education_9789264229945-en

• World Economic Forum. (2021). "The Global Gender Gap Report 2021." Retrieved from:
https://www.weforum.org/reports/gender-gap-report-2021

• Plan International. (2020). "The State of Gender Equality in the World's Schools." Retrieved
from: https://plan-international.org/publications/state-gender-equality-worlds-schools