Detecting Gender Inequality in Elementary Education

Abstract

Primary education is a ubiquitous and an indispensable social service offered in our society. From an early age gender bias has been detected in female students who are more likely to experience a division between their quantitative comprehension abilities and those of their male counterparts in elementary math. The most prevalent reason for this divide seems to be a sense of insignificance resultant from underrepresentation in classroom participation portions of lessons, which lowers the perceived value of and individual confidence in their abilities. This paper studies previous research on this topic and then undertakes an observational study to see if this practice is still occurring.