Gender Equity in Subject Education in Compulsory Education under the Perspective of Ecological System Theory: Take STEM Teaching as an Example

Abstract

Against the backdrop of an essentially equal gender ratio in China's tertiary education enrollment, males still account for the majority of certain subjects and perform better in academic achievements. The researcher found that gender equity in Chinese education has not been fundamentally realized. Therefore did a series of studies on different genders in subject education in higher education, but actually, the focus of the study should be converted more to the compulsory education stage for more effective propelling. By using literature review method, this paper studies gender equity in subject education in compulsory education stage, taking STEM teaching as an example. The study finds that the gender achievement gap in subject education is not genetically backward, but more a result of individual, school, family, social and national influences. From individual perspective, female students in compulsory education stage are likely to suffer from stereotypes, secular perceptions and lack of subject confidence. For environment perspective, with the help of Ecological Systems Theory, this study analyzes involved factors in terms of Chronosystem, Macrosystem and Macrosystem. Therefore, as China's social structure changes, subject education and employment choices should not be tied tightly to social roles and expectations, but should be made available and flexible to students according to their academic interests and personality cs, to fully develop students' specialties, and to tailor education to students' needs, provide individualized educational options for them, hereby greatly contributing to the country's innovation-driven capacity.