This is intended to provide a theoretical starting point for further discussion. Chapter Two is a summary of the history of education in a Canadian context. This serves as an introduction to the structure and the organization of the educational system, and how gender inequality emerged. Chapter Three consists of a discussion of the major hypotheses, findings, and interpretations with regards to the formal curriculum. Chapter Four involves an elaboration on the major hypotheses in relation to the informal curriculum, and explicates the results and their implications for the educational system. Finally, Chapter Five looks at the effects of sexism on society, as well as provides recommendations to eliminate gender inequality in the educational system. .
STATEMENT OF THE MAJOR HYPOTHESES .
PART A: THE FORMAL CURRICULUM.
Organization of The Formal Curriculum.
The first hypothesis in relation to the formal curriculum, is that gender inequality is manifested in the organization of the formal curriculum through the unequal participation of genders in outdoor and indoor classroom activities. The types of activities that are organized and the members assigned to the groups in the activities are structured by stereotypes of gender characteristics, whereby females are more likely to be assigned to interactive and cooperative activities and groups, in comparison to males who are assigned to aggressive and competitive activities and groups. .
The second hypothesis with regards to the organization of the formal curriculum, is that there is unequal gender participation in the assignment of tasks in the classroom. The tasks chosen to be completed and the allocation of specific tasks to be performed are structured along gender lines, in such a manner that easier tasks are more likely to be selected and distributed to females, whereas more difficult tasks, mainly those requiring physical work, are designated for, and assigned to males.
