Female Students and Academic Performance in Social Sciences

Introduction

In academics, there are only two types of genders that fill the demographic composition of the school – males and females – and until now, there are studies that attempts to critically assess their academic performances. In this study, the center and focus of the research is the academic performance of the females in social sciences such as anthropology, economics, education, history, law, political science, sociology, psychology, management, and so on.

Objectives

The research is fueled by the several aims that helps the study achieved the most valid reasons in the academic performances of the females in social sciences.

1. To recognize the hindrances or barriers that prevents the females in achieving the highest possible educational attainment in social science courses and in return, to help them prepare upon the entrance in the field that they chose.
2. To encourage the females to take the studies that can contribute to the entire nation.
3. To provide support to the female studies that can help them build their own self-confidence not only in the education but as well as in the field of their work.

Justification

There are available programs that help the female students to boost their academic performances such as summer programs. And many argued that the self-esteem of a person may affect his or her academic performance and achievement (Kleinfeld, 1999). However, there is evidence that suggest that males suffer an educational disadvantage relative to females especially in terms of performance in literacy. This is supported by several explanations such as the increasing gender gap, biological differences, gender biases, teaching, curricular assessment, and other socioeconomic factors (Considine and Zappala, 2002). In this case, there is an evolving question about the competency of females against the males.

Literature Review

From the past researches, both males and females are agreed to take a major in business but most males choose computer science, business management, and social science. Meanwhile, females choose to major in biology, physical science, education, and math. This means that the males dominated to choose one of the social sciences specifically, history, economics, anthropology, geography, and political science. And in contrast, there is a slight difference on the area of sociology where most of the students are females (Zhang, 2006).

Research Questions and Hypothesis

The use of questions will guide the study to satisfy the objectives. The main concern of the questions revolves around the academic performance of the females in social sciences. The following questions are:

1. What are the barriers or obstacles that the females should face in attaining their respective degree?
2. What is the usual preference of the females on their decision in taking their degrees?
3. Is there any applied educational intervention or pedagogical innovation available?

As part of the hypothesis, the study believes that females may perform better if there is a good and strong foundation and preparation in their precollege life. The educational foundation can rigor the females in their entrance to college life and also on their pursuance of their education. At the end of the study, all of the questions will be answered and the objections can have a better chance to achieve.

Methodology

The researchers will consider the factors that influence the educational performance of the students in the areas of social science. Determining the student’s socioeconomic status and family structure will lead to the answers pertaining to the barriers. The type of school and record of absences will determine the class performance of the students enrolled in the course. And the recognition on the ethnicity, geographical location and environment will lead the research to identify the influence they may contribute on the academic performance of the students, especially in females as the center of the study.

Analysis

Many studies showed that the there is an obvious difference in educational performance based on the student’s sex (Considine and Zappala, 2002). And most of the previous studies identified several obstacles in the degradation of the females’ academic performance. These barriers also affect their attitudes and confidence. There are evidences shown that the lack of information and encourage or support for the females are under the societal and cultural barriers. Meanwhile institutional barriers refer to the instructional style and methods (Chen et al., 1996). There is a close relation on the patterns of attitudes, behaviors, and social capital in the academic performance (Rosenbaum and Rochford, 2005). These patterns has a strong predictive power, taking for example the situation where the parents suggest to their child to choose certain course rather than letting the student make her own decision. The society, accordingly, affects the ideas of the parents in influencing their children.

Scope and Limitations

The entire study is focused on the females and their academic performance. A female who already graduated in their course and belonged to the working society is excluded in the study since the main purpose is identifying the academic performances of the females.

Conclusion

At the end of the study, the reasons on the academic performances of the females are identified. The first reason is the preparation of the entering female students for their chosen studies. Secondly, the high proportion of the female students taking the same course can provide great support for the other female students. And the last is the self-confidence of the females in their skills and abilities, and how they can apply it to their chosen course.

References:

Chen, J., Owusu-Ofori, S., Pai, D., Toca-McDowell, E., Wang, S., & Waters, C., 1996. A Study of Female Academic Performance in Mechanical Engineering [Online] Available at: http://fie-conference.org/fie96/papers/276.pdf. [Accessed 21 Jan 2010].

Considine, G., & Zappala, G., 2002. The Influence of Social and Economic Disadvantage in the Academic Performance of School Students in Australia. Journal of Sociology, Vol. 38, No. 2, Addison Wesley Longman Higher Education.

Kleinfeld, J., 1999. Student Performance: Males versus Females. Public Interest, No. 134, The National Affairs.

Rosenbaum, E., & Rochford, J., 2005. Generational Patterns in Academic Performance: The Variable Effects of Attitudes and Social Capital. [Online] Available at: http://paa2005.princeton.edu/download.aspx?submissionId=50371. [Accessed 21 Jan 2010].

Zhang, G., Padilla, M., Anderson, T., & Ohland, M., 2006. Gender Differences in Major Selection and Academic Success for Students Leaving Engineering. [Online] Available at: https://engineering.purdue.edu/MIDFIELD/Papers/paper06.pdf. [Accessed 21 Jan 2010].