The study is dedicated to the deconstruction of the hidden mechanisms, by which gender discrimination of the girl child in the educational process is effected. Using the empirical methodological tools, we argue that the discrepancy between the girl child's talents and knowledge and the field of education and vocational training exists. The argumentation of mathematical and science literacy not being applied to the corresponding field of schooling is further extended to the topics of lesser cyber literacy in the group of girls and their potential embodying in the traditional sexual gender role through sexual education in school. The authors of the study state that the endurance of discriminatory gender roles in education and vocation is due to the discriminatory hidden, "natural" practices of everyday life, and gender non-sensitive discourses, which are encouraged by the power of the capital - the central agent of society in the contemporary time.
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