Introduction
Learning process functions in a dynamic but systematic process that is greatly influenced by the main objective, sub objectives, and the environment in which learners are subjected to in the process of knowledge acquisition. Learning process takes place through an interactive process targeting an individual. Lifelong learning encompasses the acquisition and updating of all kinds of learning from pre-school years to post retirement years. Several disparities exist in the process of integrating different gender, race and class in the classroom environment. In fact, this disparity is further promoted by the numerous societal stereotyping arguments and education policies that have an effect on education standards and career of an individual. Among the noted disparities include insufficient support and structure for integration, biased selection process, and little psychological support. This reflective treatise attempts to explicitly relate gender, race and class issues to education performance and prejudice.
Education expectations and gender
In attempting to learn, the initial problem is a communication gap, therefore explaining anything about beliefs in a gender diverse class is difficult. While the term minority traditionally signifies dispersion or scattering, it can also be perceived as the dispersion of a new identity which is created as a result of “transformation and difference” (Ali, 2006). It is evident that the female of minority ethnicity have a lot of problems, as a result of being exposed to diverse socio-cultural identities that easily create fear and low self esteem in their learning process.
In the current education environment, the male gender from the main stream ethnic groups considered as having high ability to memorize and analytical capabilities and is more likely to benefit from aspects of the learning system than the female counterparts from minority ethnic groups. This category of students has the ability to do better in ability tests, learn fast when they are taught courses alongside other students with very low test results (Ali, 2006). They are therefore, able to perform better on achievement tests that are used in these restricted kinds of learning. However, the same institutions have students with learning disabilities who find it difficult to fit in new learning environments. Ali (2006) asserts that, “students with LD, postsecondary education goals are highly correlated with participation in mainstream academics” (Ali, 2006, p.32). Unfortunately, the female gender is often sidelined in the educational policies that have very little strategies for relating emotional support to learning experience.
Ethnicity and gender in education
In order to remain relevant in the fast evolving knowledge world, an individual has to undergo a continuous basis strive to acquire knowledge from all spheres of his/her life (Esmail and Sullivan, 2006). The lifelong learning process should thus be void of learning bias and provide opportunity to peoples with all different kinds of learning styles (Esmail and Sullivan, 2006). The biasness in the learning process may lock certain learners from the system.
For example, female foreign learners may occasionally be “iced out” of the system because the system does not guarantee them the opportunity to acquire knowledge since their communication and adoptability is lower than that of their male counterparts (Schnake, Beal and Ruscher, 2006). The consequence is that their career paths may be barred to academically talented persons who potentially could stand to make enormous contributions (Solomon and Saucier, 2006).
According to Schnake, Beal and Ruscher (2006), the lifelong learning process is a desirable criterion for gauging the learning process as it trains individuals to fit in their career paths through provision of desired set of skills they need to survive in the dynamic job market. Having and attaining lifelong learning is important particularly with the current financial challenges facing many families across the globe with students who face stereotyping in their learning environment (Schnake, Beal and Ruscher, 2006). The job market is structured in such a way to accommodate those without LDs. As a result, lifelong learning in individuals enhances their employability even when such individuals have low formal education than for persons with LD (Regina and Delores, 2011).
Learned abilities are skills individuals develop throughout their education life and can relate to a variety of circumstances. For instance, the ability to coordinate multiple tasks (Esmail and Sullivan, 2006). Thus, students who lack this ability often find it difficult to integrate in higher learning institutions and job market. The most affected are females who have to fight against gender biasness and unsupportive educational authority system (Schnake, Beal and Ruscher, 2006). Little efforts have been put in place to change this. In cases where efforts are in place, there are scanty policies implemented by relevant authorities.
The traditional society considers the female gender as having specific limits in education and the society. The female gender is often considered a home manager and may perform more house chores than their male counterparts of the same age. This limits their learning duration. In addition, the female gender has to deal with their emotions with little support from the society. As a result of these distracters, the female gender’s performance is often lower than that of the male gender despite existing in the same learning environment.
References
Ali, A. (2006). A framework for emancipatory inquiry in psychology: Lessons from feminist methodology. Race, Gender and Class, 13(2), 26-35.
Esmail, A., &Sullivan, J. (2006). African American males and females: A look at color mating preferences. Race, Gender and Class, 13(2), 201-220.
Regina, R., & Delores, L. (2011). Race, class, and emerging sexuality: teacher perceptions and sexual harassment in schools. Race Gender and Education, 23(7), 799-810.
Schnake, S., Beal, D., & Ruscher, J. (2006). Modern racism and intergroup bias in causal explanation. Race, Gender and Class, 13(2), 133-143.
Solomon, S., & Saucier, D. (2006). Perceived effectiveness of a bias awareness program. Race, Gender and Class, 13(2), 96-107.