The Effects of Gender Inequality amongst Female Students - Dissertation Example

? The Effects of Gender Inequality amongst Female THE EFFECTS OF GENDER INEQUALITY AMONGST FEMALE Objectives of the Study The major purpose of the research study is to assess female students and academic performance at University level. In addition, it will investigate the effects of gender inequality towards academic success and career attainment. To this end, the research study seeks to attain the following specific objectives of the research: Analyze variations in female and male students in academic performance at university level on a basis of time series To explore what challenges female students face in academic achievement at University level from interview questionnaires To explore challenges that female students face in career attainment To suggest strategies aimed at the improvement of academic performance and career attainment for female students In carrying out this research study, it is also hoped that it will act as a definite source of information for researchers wishing to take an in-depth study on this problem in other regions of the world. This research study acts as a practical step in the examination of recent trends in the academic performance and career attainments of female students at University level; it will investigate the out-of school and in-school factors that affect these and finally come up with plausible solutions that could help alleviate the problems that face female students in University education in the UK. Significance of Study Government planners who are engaged in the formulation of strategic plans and the formulation of sector-oriented operational plans in University education could use the results from this research study. Additionally, NGOs interested in the advancement of programs for the education sector development in the study region via the launch of intervention packages could take advantage of this study. This research study could lay the basis for similar and extended research into this study region. Finally, the final document could act as a reference for students writing their theses and term papers. Ultimately, the study’s findings could be used to aid policy makers at the macro-level to consider variations at the micro-level in the formulation of national programs and policies (Shaw, 2008: p15). Variables explaining academic performance and career attainment In the study, the IVs were selected based on literature and availability of research data. The IVs are categorized into two main areas, i.e. school based and home based. Based on these criteria, there are three sets of IVs identified: school characteristics, home characteristics, and student characteristics. The first set of IVs comprise of family characteristics that include variables for household occupation and income, parents education level, size of the family, and home ownership. This needed information covering the home environment of the students that could have an effect on academic performance and, by extension, career attainment. This interview is to request information regarding family structure, income, occupation, educational background, and age (Faid-Douglas, 2010: p12). The 2nd IV set comprises of the characteristics of individual students in relation to class attendance level, gender, year of study, scholastic activities, and the perceptions held on parental participation, perceptions, and support. It also covers the time spent by the student on studies, parental involvement level, and their willingness to follow up. This should help elicit information regarding various motivational, attitudinal, and situational characteristics inherent in the students (McCray, 2010: p11). The third set of IVs is school characteristics that involve school facilities and infrastructure, model female lecturers, commitment and qualification of teachers, and lecturer to student ratio. The questions were structured to generate information on the lecturers from the students that could help the research study explain the variations, in the student profiles of achievement scores (Pendergrass, 2008: p21). Research Methodology The research study utilizes both quantitative and qualitative methodology. In order to ascertain the prevalence of various views and factors, students have been assessed. The researcher purposefully taking into consideration some criteria selected area of study. First, in the University, academic performance among female students was relatively poor in comparison to national policy direction. In the University, female student academic performance was underachievement. In addition, lessening negative impacts regarding data collection, as well as analysis, considering financial shortage and time limitation were also considered during the study. Finally, personal relationships and acquaintances, as well as work experience at the chosen locality that can help the researcher gain access to vital data was also a factor. Data Sources The research study used both secondary and primary sources of data. The key informants for the research study were female University students. Documents from secondary research surveys are also used. Data was collected from primary informants and analyzed. The study used semi-structured interviews with the students. Collection of data from the Educational ministry helps the researcher study the entire population for the academic performance and career attainment for female students. The research collected secondary data via records from the Education Bureau, annual supervision reports, and annual education statistical abstract (Stephen, 2011: p13). Class attendance data from University class lists were also assessed in order to correlate academic performance and attendance of class for female University students. Procedures for Gathering of Data In order to assess the academic success of female University students compared to their male counterparts, the secondary data was first collected from the annual statistics, as well as different documents from different sources. Relevant literature was reviewed so as to collect necessary information regarding what had been previously done so as to relate with the research’s basic question (Woolfolk-Hill, 2012: p20). Through semi-structured interviews, the researcher sought to understand the views, opinions, and perceptions of the respondents. The questions were relevant, direct, and simple for the provision of responses for the respondents and give room to them for comments on the issues raised during the discussions and interviews. Sampling Techniques The research study picked Sheffield University female students by random sample. The quantitative aggregate data was analyzed statistically in percentage ratio, and with the objective of comparing the proportionality of female and male academic performance in the University. The criteria for the selection of purposive sampling were that the respondents are assumed to possess long experience, who can give their experiences because of their involvement and position in the making of programs and policy implementation in the UK. In addition, twelve female students’ respondents aged between 19 and 23 were selected purposively because the target of the study is female students in University and compare their academic success to their male counterparts. The chosen students were ethnically diverse, consisting of 2 white British, 2 Asians, 2 Indians, 1 black British, 1 American, 2 Africans, and 2 Pakistanis. The method of selection was equal chance for all six learning sections of the University. From each section, two female students were selected using the lottery method. Data Analysis The data that was collected organized and then tabulated in accordance to the similarities contained under the themes issues that are raised in the interviews. In addition, the information collected via interview has been presented to put the data together as obtained by secondary means. The deconstruction of the text was analyzed based ion the ideas of documents for school guidance in order to identify orientation according to gender and follow up interviews with School Deans. The participant’s opinions on mechanism aimed at enhancing the academic success and career attainment for female University students will be assessed by using the interviews. Finally, the study will draw conclusions from its major findings, as well as give possible recommendations for the problems identified. Limitations and Constraints of the Study These are some of the major constraints and limitations of the research study based from the collection of data, its analysis, and interpretation. The first is minimal coverage of the available secondary data in the topic being studied and the probability that their quality is low. In the University, data on female performance in comparison to their male counterparts were not well documented and organized. In some cases, data on various issues were in the possession of educational bureaucrats in a manner that made it inconvenient to get the information immediately via new established organizational structure. In some instances, data was transferred with the experts as they moved to other offices and departments. This acted to restrict the researcher in the making of comparisons. The academic articles and journals related to academic success and achievement were not accessible to non-University staff. Surprisingly ignored, academic performance and success, as well as career fulfillment of ex-students after leaving campus, is part of developmental studies. This issue was one of the researcher’s main challenges in the design process of the study in line with the analytical and theoretical framework. Another limitation was the failure of the researcher to observe actual lecture processes and shortage of budget and constraints of time. The school year ends in Ma,y and, as such, the researcher could not observe or visit actual lecture hall interaction. Conducting the fieldwork demanded immediate editing at field level of the questions, as well as steadfast follow up. However, the requirement for the study included trips to the research survey areas and foot travel around the campus, which was difficult to follow according to plan. The budget shortage, along with other consequences, had caused the sample survey to be limited in the number of departments and schools covered. Ethical Issues One ethical issue that was considered during the study was consent. The researcher explained to the participants what the study was about, as well as what was involved. The participants were also informed that they possessed the ability to deny their consent or even to withdraw their consent any time that they wished. Failing to inform them fully of what the study entailed or even using the results after the withdrawal of consent was totally avoided. Another ethical issue that was considered was anonymity where the participants were not identified using their real names or used in any other way, for instance, in books or articles concerning the research. The participants were not identified in any way, and wherever it was necessary, an alias was used. Finally, confidentiality was another ethical concern that was considered in the study. The entire participant's information was kept confidential, and their names were not appended to any of the questionnaires (Kimmel, 2009: p 103). Questionnaire 1. Do your parents have a University degree? If yes, have the careers they have taken up been aided by this degree? 2. Do you have a female lecturer that you can turn to in case you need mentorship? 3. Does the University provide for affirmative action as far as you know? 4. Do your parents pay for your University tuition or are you on government loans? 5. Does the University provide for regular open career days for its students? If yes, are there any female role models invited to speak to female students? 6. Do your parents take interest in your career choice? If yes, do they attempt to activate their professional and personal connections to help you decide? 7. How often do you miss classes? Does this have anything to do with issues of gender? 8. Are there separate reading areas, medical facilities, and recreational facilities for female students at the campus? 9. Do you feel that University policies against female harassment are working? 10. Did you get accepted into the department that you initially applied for? If not, are you satisfied at your current department? References Faid-Douglas, R., 2010. International female students' academic success : a phenomenological study. Lincoln: University of Nebraska. Kimmel, A., 2009. Ethical Issues in Behavioral Research: Basic and Applied Pespectives. New York: John Wiley & Sons. McCray, L., 2010. A Grounded Theory Study on the Academic and Athletic Success of Female Students at a Private, Research, Division I University. Ann Arbor: ProQuest. Pendergrass, J., 2008. A study of career choice factors and students' academic success at an aviation school. Stillwater: Oklahoma State University. Shaw, Nancy., 2008. The Relationships Between Perceived Parenting Style, Academic Self-efficacy and College Adjustment of Female Freshman Engineering Students. Ann Arbor: ProQuest. Stephen, A., 2011. Gender Differences in Subject-specific Academic Performance Predicted by Self-efficacy and Interests. Ann Arbor: ProQuest. Woolfolk-Hill, M., 2012. Female Students in Postgraduate Education: Motivations for Academic Success. Capella: Capella University. Read More