Gender equality concerns continue to be a critical global issue over the years. This is regardless of the efforts made by both national and international organizations to curb the problem in various countries. Such organizations include but are not limited to the United Nations Education and Scientific Organization (UNESCO), the essay writer Organization of Economic Co-operation and Development (OECD), and the World Bank Organization of American States (Chipman-Johnson & Vanderpool, 2003). Being a crucial issue, the gender disparity calls for all stakeholders’ attention to provide a long-term solution in different sectors of life. Consequently, various studies have been conducted by researchers and institutions to reduce the discrepancy brought about by gender differences.
For this reason, this research has also come into play in the quest to contribute to this goal. Notably, the Bahamas is not an exception to the diversity in gender problems much more concerning females’ percentage ratio to males pursuing tertiary education. The situation in this regard globally is that the percentage of males outdoes that of females. Contrary, research has shown that the Bahamas situation is vice versa as females’ rate has continued to grow over time while outnumbering males as described by Chipman-Johnson & Vanderpool (2003). Further, the field of study played an important role in displaying the disparity of male and female preferences in tertiary institutions. This trend demonstrates positive feedback that ought to be maintained to help overcome the gap in all fields.
According to Ramachandran (2010), a nation’s economic and social development’s key indicators entails higher education’s status and quality. This implies that it is eminent for nations to invest in stabilizing the accessibility of tertiary education for all her citizens. Consequentially, the nation would achieve a downstream impact when men and women of all social groups equally participate. The Bahamas’ exponential status shows that there is hope that gender equality is attainable. According to Brennen, various factors contribute to the issues that are related to gender in the globe and specifically to the Bahamas (2003). He argues that gender issues have much to do with societal beliefs, misconceptions, assumptions, attitudes, among others. These factors significantly affect the educational process, and the comprehension of knowledge passed on to the learners. Besides, tertiary education’s gender issues did not emerge from a vacuum but rather from pre-tertiary levels. The learners’ foundation’s key players should not be ignored as they impact males’ and females’ decision-making processes in tertiary enrollment. Parents and teachers (primary educators) were the key influence for instilling critical information that eventually becomes permanent in the children’s mind as they build on their basic knowledge.
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As secondary educators receive the learners, they may not have enough skills to handle gender discrepancies, a condition that challenges students’ development (Global Education Monitoring Report Team, 2018). Consequently, the psychological differences among males and females in educational inequity become inevitable in the Bahamas and outside. Despite the notable improvement of educational inequity in the Bahamas, there is a need for care to avoid recurrence due to biased interventions over the male gender. Though efforts to balance gender inequality among males and females are vital, overdoing might result in a new crisis, thus requiring careful advocacy. Many types of research have been done on gender issues in tertiary education. Still, none has addressed the male percentage ratio analysis than the female percentage pursuing tertiary education in the Bahamas. In this regard, this paper sought to handle this problem in detail.
References
Brennen, B. H. (2003). Gender issues in tertiary education. Association of Tertiary Education Annual Conference. Nassau.
Chipman-Johnson, R., & Vanderpool, J. (2003). Higher education attainment by gender, enrolment, and employment in the Anglophone Caribbean.
Ramachandran, V. (2010). Gender issues in higher education. Prakanong: UNESCO Asia and Pacific Regional Bureau for Education.
Team, G. E. (2018). Global education monitoring report gender review 2018: Meeting our commitments to gender equality in education.
