Gender inequality is one of the severe issues our society faces every day. Such inequality comes as a result of a non-favouring system strongly linked with local norms and culture; as well as because of several political, economic and social factors. It brings differences, often severe and with long-term consequences in the family, social or professional environment. Gender inequality in schools, which shape the individuals’ intellectual basis, is an important challenge to be overcome, and it is not only a duty of youth but also of the responsible institutions and their social policies.
Inequality in the Albanian context tends to be inspired by traditional norms and society’s mentality. Gender stereotypes are an inseparable part of society, which are not only created but also dictate how one’s behaviour, acts and aspirations are ought to be. They are based on human values traditionally attributed to one gender or the other. Noticeably, the values which have always characterized boys are perceived as positive attributes, for both boys and girls. Meanwhile, the values of girls are perceived as important only for girls, or even valueless. This segregation appears to be the basis of patriarchy and a major contributor to gender distinctions, thus establishing an asymmetrical relationship and an unequal distribution of power among the two parties. Regarding the educational field, gender stereotypes form these two primary differences: girls get educated in order to take care of others, while boys get educated to dominate. Through life, girls’ activities are continuously linked with the notion of motherhood and caring, which deprives them as individuals and values them solely based on their physical biology. Boys’ activities are linked with egocentrism, competition and strength. Similarly, this definition deprives them of their traits and feelings as individuals and tries to dissociate them from the feminine model. Therefore, men’s jobs are traditionally the most paid, such as engineering, medicine, sciences, etc.
These norms are that strong and prominent, that they are reflected not only in the teacher-student relationship but also in the curricula and school books. Illustrations and examples that are used in books often do not focus on the true identity of the characters involved but tend to describe certain situations where girls have separated roles from boys. On the other hand, girls are represented by family roles and with a tendency less identifiable in the professional aspect. Furthermore, the way teachers behave or respond to students could leave a strong psychological impact on them. Teachers are the second authority figure presented in a child’s life, and as such, they are taken as examples. Sexist language is present in everyday conversations, a phenomenon that may not be noticed in the first place. Teachers are more likely to evaluate boys for their knowledge and critique girls for their mistakes, emphasizing that boys’ academic development is more important than girls’ one. Often, boys are given more priority in science subjects than girls. Girls, on the other hand, are valued when they do not do improper behaviour, rather when they have a good performance in subjects. Boys get compliments for their strength and courage, while girls for their calmness and sweetness. Different studies have shown that such traditional perceptions not only reduce the efficiency of students’ results in exams and homework but also affect their academic choices. These perceptions frame the behaviours and abilities expected by one gender or the other. Even though girls achieve higher results than boys in primary and secondary education, later on, they prefer subjects generally valued less than subjects chosen by boys.
Gender stereotypes and sexist language affect the youth’s perception of themselves and others. Young people take as examples models introduced by society. As these models are dictated by gender and not solely ability, one party or the other may lose its self-confidence. For example, 44.3% of girls that attend tertiary education study for professions in the field of health, education, social work or arts, which are professions that are generally paid less than others, or that, are not in a successful job market. Furthermore, boys who study these fields are only 21.4% of the total. Also, it is noted that although girls attend tertiary education in a higher number (18.2% of the total number of women in Albania, compared with 14.5% of men) girls rarely turn out to be in leading positions, as men make up the highest number in this area.
The inequity of opportunities between genders demonstrates a problematic and concerning issue. This inequity does not only have consequences in the students’ psychology and in their relationships with one another, but also in the country’s future. Not everyone has the opportunity to choose a study field of their preference. This may be the effect of prejudices that exist related to gendering specific jobs. Hence, there is less diversity and creativity in professions, which is translated into less improvement in the economy and less prosperity. For example, in 2012, Albania’s GDP was 20% lower than what it might have been if both genders functioned freely in the job market, without boundaries from the social pressure about their professions.
To conclude, gender inequality is an issue whose genesis starts in childhood and continues to follow one throughout his whole life. Men and women’s integration into the society, without acknowledging gender stereotypes and gaps, would bring a natural improvement, not only in the economic or social aspect but also in one’s personal assessment. Our civic duty to value and respect each and every individual, despite gender or other elements, ought to be stronger than the wish to identify differences. It is a personal and collective responsibility to reduce gender discrimination and inequality. If we were closer to each other, we would realise that there are more things that unite us rather than fuel divisions.
