Name: Kristen Sampson

Topic: How Gender Roles Affect a Person Chance to Education in Today’s Society?

Subject: English Language

Teacher: Mrs. A. McGhie

Grade: 11-3

Plan of Investigation

The topic selected for this School Based Assessment is based on how gender affects a person’s

chance to an education. I chose the topic “To what extent does Gender affect an individual’s fair chance

at Education in the 20th Century?” because I want to bring awareness to gender inequality in education.

Moreover, this is an ongoing issue being ignored not only in the Caribbean, but also worldwide and in

writing, I get to express my thoughts and views about the topic at hand.

In doing this SBA project, I hope to improve my writing and reading comprehension skills. I also

hope to grow a stronger connection with members of the group.

In obtaining information for the chosen topic, an article on gender equality will be used as one of

my three artifacts which will assist me in developing factual content on how gender affects a girl’s chance

to education. A poem will be used entitled “She is Woman” to express the more sensitive side of the

topic. Lastly, a picture depicting the contrast between the two genders and their path to an education will

be used because I find it fitting to include it in this English School Based Assessment.
 Reflection 1

The poem by Shraddha Shraddha entitled “She is Woman” highlights that you “a sister, daughter or

a mother” cannot be stopped from dreaming high and doing what you want to do. This poem shows why

we should have gender equality because nowadays women have the strength to live the way men do

which I strongly believe in. Having read this poem, it has greatly impacted me to strive for better things in

life with the use of my education.

Initially I thought that gaining success in life was based on your intelligence and academic

achievements. This picture has led me into thinking that the path the man takes to reach to success is

easier than the path the woman takes. Their climb for an education is not paved fairly; it is harder for the

woman because of her gender.

I read through an article at https://www.jm.undp.org that proves there are more girls in school now

compared to 15 years ago, and most regions have reached gender parity in primary education. But

although there are more women than ever in the labor market, there are still large inequalities in some

regions, with women systematically denied the same work rights as men. I have learnt that in today’s

century an equal statistical measure between men and women or boy and girl for indicators such as

education, but there was a time when these measures did not exist. This has made me realize that there are

still areas that experience large inequalities due to gender.

 Reflection 2

“She is Woman” is highly expressive and dramatic to emphasize the importance of an education

for women. The repetition of rhetorical questions in the first stanza The line in the poem that says “give

attention to them as it works as passport” is a simile that is used to indicate that getting an education as a

woman can lead to many opportunities.

Regarding the language used in the news article it is easy for me to understand the constructive,

clear and precise language portrayed by the author. The writer appears to be passionate when it comes to

the rights of females, and believes that gender equality, although there has been improvement over the

years, is slow in coming to have a positive bearing on society. The effectiveness on the language seen in

this article flows in the area of being concrete and factual; in which we all respect the authority of the

UNDP which basically upholds to the empower women.

From the image used, careful analysis of the picture, shows that the path the woman takes to

reach for a good education is way harder to walk up compared to the man’s pathway which is made easier

for him. This shows the difference in getting an education for each gender.
 Reflection 3

This SBA greatly influenced me as an individual in a positive way and makes me want to give

other girls support in enhancing or achieving an education. It showed me that I should be grateful to have

reached so far in achieving an education compared to the women who are not allowed to or simply cannot

due to certain factors. It also helped me to be a better English student because I was able to find a deeper

meaning to these artifacts which helped to improve my writing and analytical skills.

This SBA has inspired me to ensure that all learners acquire the knowledge and skills needed to

promote sustainable development, including, among others, through education for sustainable

development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace

and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to

sustainable development.
 Written Report

This group was formed a result of close friendship. We bonded together socially and was

aware of the seriousness we each had in regard to education so we thought working together

would be a good decision. To select our theme, we brainstormed issues that the society faced and

came to the conclusion that in most areas gender role is a prominent issue. We then subdivided

different areas of society to formulate our topics e.g. education, religion, working world,

homelife and social life. In order to then select our artifacts, we used the process of elimination.

After we formulated here questions, we examined all 15 artifacts and selected the three that

effectively answered. The questions were formed were: how to individuals feel about their role?

How does one’s gender affect their chance at education and which gender is more affected by

music. The three artefacts selected were an article and two pictures.

Different roles were delegated to each member of the group. Shavelle was the first leader

who ensured we had or 3 artifacts and that reflection one was completed and given in on time.

The role was then passed on to Alecia Hemming who was responsible for ensuring or pan of

investigation under flection 2 where completed. Asley- Ann Collins Was responsible for weekly

meetings outside of SBA classes. Zayn Bernard and Kristen Sampson both had the responsibility

of ensuring the group was at the pace of the teacher, peace was always kept and we were always

motivated. prize certain challenges faced by the group were not having a very great time to meet

outside of class due to our different class schedules and extra-curricular To overcome this we

used or only resource which was our cell phones, we formed a WhatsApp group and conducted

online meetings. We also had a challenge of finding all three artefacts that portrayed our topics
effectively. There were times we found artefacts we thought were good but after meeting and

reviewing them as a group we had to go in search pf new ones. In order to complete this SBA to

the best of our ability we brainstormed as a group. We conducted lengthy discussions as we tried

to come to a unanimous decision as we progressed in its completion.

These three artifacts fully answered our questions. Picture 1 highlights how both genders

feel about their roles. The artefact depicts a man handing a broom to a young girl and a book to a

young boy. The man represents the expectations society has and supports of each gender. The

traditional roles of men and women are deeply encouraged. from the look on the picture you will

notice a look of exasperation and distraught on the young lady’s face and glee on the boy’s face

as he is handed the books. It is obvious that while men may enjoy their role of being the

breadwinner some women are not content with being just a housewife.

The article is composed of facts that answers a question previously asked in paragraph 1.

After doing multiple surveys studies show that contrary to popular beliefs, females are more

affected by dancehall music and more likely to act upon it. Even though males tend more openly

portray their agreement with the contents of dancehall studies show that the female population is

more likely to act upon what it is saying. The data presented concludes that music does influence

the behavioral pattern of both genders but females are more affected by it. Yes, one’s gender

does affect their chance at education. This issue was more prevalent in the 19th century however

there are still minority countries facing this problem today. In the picture you can see a man and

woman climbing a staircase. This staircase represents the education system. You also observe

that on either side the steps are shaped differently. The males are shaped like a quadrilateral

while the female’s is made from spheres. climbing the spheres represent the struggle it was and

is for some women. With each step there is great resistance and a high risk of digressing in the
system instead of moving forward. Even though the goal is the same, the opportunities presented

are different. Society paves the way for men while women have to struggle to make their own

paths.
 Oral Presentation Intro

Good morning everyone, the topic that is being portrayed in this presentation is How Gender

Affects a Person’s Chance to Education in Today’s Society. I chose the topic Gender Roles because

people in society have generally ignored the fact that Inequality between genders still exist. I have

written this poem to emphasize the topic gender roles.

 Oral Presentation

~Poem by Kristen Sampson

As the wind hits my cheek

I stare at the boys outside while they march off happily to school

I stand there wondering if life would be easier if I looked more like them

If life would be easier as a man

But I can’t change

And for that reason

I’m trapped.

They think they are better and wiser

To them I am better off at home looking after the children and cleaning up for guests

Don’t you think that us young women in low should be able to read a single line!

They have no heart, But I can’t do anything

Because I’m Trapped

I wish I could go to school

and learn new things with my friends by my side

Instead I have worry about which one of my father’s brothers will take my hand in marriage

I am tired of living like this

But I have no tongue,

I can’t say a word.

Because I’m a refugee

Appendix
 Artifact 1

~Poem by Shraddha Shraddha

She is daughter, sister and mother

Then why always she suffer….?

Why we differentiate between he and she

God didn’t then why do we…...?

This is disappointing everyone not only to me

To girls we have to give support

Give education to them as it works as passport

Now-a-days girls are competing in every field

In army, in airlines and in court.

After getting education named wings,

Their flight will land to a bright future

She may become a doctor, scientist or a teacher

‘he’ and ‘she’ they both have quality.

Artefact 2
~Image by Adobe Stock
 Artifact 3
~Article from UNDP Jamaica

Ending all discrimination against women and girls is not only a basic human right, it’s crucial for

sustainable future; it’s proven that empowering women and girls helps economic growth and

development.

UNDP has made gender equality central to its work and we’ve seen remarkable progress in the

past 20 years. There are more girls in school now compared to 15 years ago, and most regions have

reached gender parity in primary education.

But although there are more women than ever in the labor market, there are still large inequalities

in some regions, with women systematically denied the same work rights as men. Sexual violence and

exploitation, the unequal division of unpaid care and domestic work, and discrimination in public office

all remain huge barriers. Climate change and disasters continue to have a disproportionate effect on

women and children, as do conflict and migration.

It is vital to give women equal rights land and property, sexual and reproductive health, and to

technology and the internet. Today there are more women in public office than ever before, but

encouraging more women leaders will help achieve greater gender equality.
 Oral Presentation

~Poem by Kristen Sampson

As the wind hits my cheek

I stare at the boys outside while they march off happily to school

I stand there wondering if life would be easier if I looked more like them

If life would be easier as a man

But I can’t change

And for that reason

I’m trapped.

They think they are better and wiser

To them I am better off at home looking after the children and cleaning up for guests

Don’t you think that us young women in low should be able to read a single line!

They have no heart, But I can’t do anything

Because I’m Trapped

I wish I could go to school

and learn new things with my friends by my side

Instead I have worry about which one of my father’s brothers will take my hand in marriage

I am tired of living like this

But I have no tongue,

I can’t say a word.

Because I’m a refugee

 Work Cited

https://www.poemhunter.com/poem/gender-equity-and-equality/comments/

Poem by Shraddha Shraddha the Poetess-Gender Equity And Equality

https://stock.adobe.com/images/unequal-chances-for-boys-and-girls-discrimination-for-girls-in-

elementaryeducation/94347042?

as_campaign=ftmigration2&as_channel=dpcft&as_campclass=brand&as_source=ft_web&as_camptype=

acquisition&as_audience=users&as_content=closure_asset-detail-page

Sangoiri-Unequal Chances for Boys and Girls. Discrimination for girls in elementary education

https://www.jm.undp.org/content/jamaica/en/home/sustainable-development-goals/goal-5-gender-
equality.html

UNDP Jamaica-Gender Equality