Research Paper on:
Equitable Education: A Research Study Proposal

Unformatted Sample Text from the Research Paper:
these differences are biological or social in nature. The same elements that have been used to explain why girls play with dolls and boys play with trucks have been  used to explain variations in educational attainment in specific subject areas. While pure biology is often mentioned as a plausible means  of determining a persons affinity for a particular subject area, there are strong arguments supporting socialization as a key factor in gender differences. Still, Carole R. Beal asserted that  "in no area of child development will we find that biology is a sufficient explanation for the behavioral differences between the sexes. . . . In other words, biology is  not destiny" (Powlishta, 1998, p. 530). Joan Whitehead (1996), one of the primary researchers in the areas of gender identity, gender roles and sex stereotyping, developed a quantitative research study  on the issue of sex stereotyping, gender identity and subject choice at A-level, arguing that variations in subject choice in the educational setting result from specific gender-perspectives maintained by culture.  Whiteheads (1996) article Sex Stereotypes, Gender Identity and Subject Choice at A-Level, which was published in Educational Research in the summer of 1996, relates the perspectives on school subject  matter and issues of gender stereotyping and identity, arguing that sex roles and identification determine variations in the motivating factors in selecting certain subjects. In recent years, the issue of  gender equity in education has been a topic of significant debate. Essentially, the question of how educators respond to different students based on gender-related expectations and the correlation between  program types and variations in treatment have also been noted. In particular, science, math and technology classes have been recognized as the programming areas where preferential treatment towards boys