Investigate the Factors Contributing to Gender Inequality in Literacy: The Shortfall in boys’ Literacy Development in Primary Schools in the Parish of St. James, Jamaica
Abstract:
This
article explores the factors contributing to gender inequality in literacy
development among boys in St. James, Jamaica, and the disparities between them
and their female counterparts. Using a mixed-method approach, the study
gathered qualitative and quantitative data to examine the underlying causes of
boys’ underachievement in literacy. The research identified a range of
influencing factors, which includes school environment, home support, family
background, teaching strategies, and teacher-student relationships. Ethical
standards were observed, and the study also addressed its limitations and
anticipated outcomes. Findings revealed that gender inequality in literacy
remains a persistent concern, both locally and globally. Boys in St. James are
particularly disadvantaged due to cultural expectations, limited parental
involvement especially from fathers, and classroom practices that often fail to
align with their learning preferences. Many boys are expected to adopt adult
responsibilities prematurely, such as becoming breadwinners, which hinders
their educational progress. Additionally, societal norms surrounding
masculinity discourage boys from engaging in reading and writing, which are
often perceived as feminine activities. This study concludes that boys face
unique challenges that significantly impact their literacy development. These
include a lack of male role models in education, limited access to culturally
relevant reading materials, and instructional methods that do not accommodate
diverse learning styles. The cumulative effect of these challenges results in
boys being underserved by the current educational system. Addressing these
issues requires targeted policy reform, teacher training, and greater parental
and community involvement to foster equitable literacy outcomes for all
students.
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