An analysis of the studies showed that all of them related different aspects of the research of inequality and gender issues. Zajacova (2006) researched the issue of impact of schooling on mortality, Riegle-Crumb and Humphries (2012) developed a study related bias of math teachers towards male and female students, the study of Martin (1998) concerned gender issues in preschools, Mihelich and Storrs (2003) suggested cultural and religious changes related gender outlook, Diprete and Buchmann (2006) considered value of education from male and female perspectives, Bobbitt-Zeher (2007) concerned the issues related success in education and its impact on future earnings from gendered perspective.
Zajacova (2006) studied the issue of impact of education on mortality in the US and how this indicator differs by gender. The author represented a number of interesting findings including the fact that schooling had the same effect both on men and women. However, men more often die from illnesses having strongest education gradient (circulatory and respiratory diseases) than women. Zajacova (2006) also stated that this gradient is associated with socioeconomic status and factors of behavioral risks, such as smoking and physical inactivity. The study had significantly contributed to the research of health issues related the interaction between socioeconomic position, marital status, and health of both genders.
Riegle-Crumb and Humphries (2012) represented a study related the process of inequality construction and bias formation through daily interaction between math teachers and students based on gender theories. The study had significantly contributed to gender science, especially to the area of stereotype forming. The most interesting finding was that despite of lower grades, Black and Hispanic males and females were perceived showing more ability in mathematics than white females having the same abilities. The main conclusion is that gender inequality in the US is stronger than ethnic inequality. The study revealed the necessity to further study gender and racial inequality and take action against any kind of discrimination and gender discrimination in particular (Riegle-Crumb and Humphries, 2012).
A comprehensive study of gender inequality and the way how inequality is constructed was represented by Martin (1998). A particular attention was paid to the gender comportment and the use of personal space by males and females in preschools. The main finding of the study was that gender is social construct that is not natural and is often fostered by preschool teachers in children in every day interactions. The study had greatly contributed to the research of how gender is constructed and how a body becomes gendered. The most interesting finding of this study is that teachers encourage stereotyped behavior perceived as natural while children of both genders that were observed tend to behave the same way not showing any differences in comportment (Martin, 1998).
The article of Mihelich and Storrs (2003) concerns the issue of participation of women in religious activities of patriarchal institutions and their pursuit of higher education. The author of the work raised an important question of re-considering religious postulates in the conditions of cultural change. The study complemented previous research the area of research of women participation in institutional religion and resistance to hegemony preservation. The authors encourage society, church, and organizations to pay more attention to the compromises made by women thus showing the necessity to listen to female voices rather than reduce them to dupes (Mihelich and Storrs, 2003).
Diprete and Buchmann (2006) researched the issue of value of education for both genders based on survey data for the years 1964-2002. The study represents views of men and women on the correlation between college education and material well-being. The article is of great value since is gives an insight on civil right movement influence on educational trends. A particular attention is paid to differences in attitude towards education among white and black youth. The authors pointed out that the rate of returns to higher education among women is higher than that of men meaning that the income gap is still a topical issue in the society (Diprete and Buchmann, 2006).
Bobbitt-Zeher (2007) gave an insight on the important issues namely education and disadvantaged groups, educational changes and educational gap, and education and earning. An interesting finding was represented in the research concerning perceived growing advantage women have at schools. The author stated that social equality is no more than a declaration. A consideration of the real situation revealed despite of women success in education higher income is not guaranteed because of “glass ceiling”. Bobbitt-Zeher (2007) contributed to gender equality research emphasizing the necessity of social changes in a rigorous manner.
References
Bobbitt-Zeher, D. (2007). The gender income gap and the role of education. Sociology of Education, 80, 1-22.
Diprete, T. A., and Buchmann, C. (2006). Gender-specific trends in the value of education and the emerging gender gap in college completion. Demography, 43, 1-24.
Martin, K. A. (1998). Becoming a gendered body: practices of preschools. American Sociological Review, 63, 494-511.
Mihelich, J. and Storrs, D. (2003). Higher education and the negotiated process of hegemony: embedded resistance among Mormon women. Gender & Society, 17, 404-422.
Riegle-Crumb, C. and Humphries, M. (2012). Exploring bias in math teachers' perceptions of students' ability by gender and race/ethnicity. Gender & Society, 26, 290-322.
Zajacova, A. (2006). Education, gender, and mortality: does schooling have the same effect on mortality for men and women in the US? Social Science & Medicine, 63, 2176-2190.
