The first understanding of gender as a binary is it is a concept or belief that there are only two genders and that ones sex or gender assigned at birth will align with traditional social constructs of masculine and feminine identity, expression, and sexuality. For example, when a male is born, gender binarism may assume the male will be masculine in appearance, behavior, and character traits, for example, rough and tumble, naughty and more outdoors. The education system reinforces gender stereotypes throughout, from textbooks to boys/girls subjects to extracurricular activities. Connell (989) discovered the term hegemonic masculinities, which refers to dominant, stereotyped and idealized cool guys, swots, and wimps as dominant forms. Different forms of masculinity emerged as highly classed cool guys getting into trouble as a response to exclusion from power. The gender gap is mainly the result of boys poorer literacy and language skills. In addition, boys leisure pursuits, such as football, do little to develop their language and communication skills, thus leaving an impact on boys childhood development and experiences. Tony Sewell reports that schools do not nurture masculine traits such as competitiveness and leadership. Epstein et al (998) identified three key discourses mobilized in the debates around the gender gap, boys will be boys, and poor boys. All these types of phrases are problematic, leaving a bad impact on a young males childhood experiences. However, some critiques may say what it means to be a man changes overtime, meaning not all males need to be rational or scientific to be classed as a man or a real boy while growing up. Other critiques say, there is no sex without gender, (Judith Butler). Here we see how the education system and their understanding of gender as a binary and stereotypes influence the experience of childhood and the youth of boys.
Another understanding of gender as a binary is that binary thinking about gender enforces a social system in which individuals wi
th two X chromosomes are expected to develop female bodies, identify as women, and act in line with feminine stereotypes, for example, emotional, well-behaved and caring people focused. Growing up mothers do most of the reading to young children, in primary and secondary school the teachers are mainly females, why? Because as Tony Sewell reported, education has become feminised. In the education system females and males are expected to have different interests in the classroom, girls are groomed for caring roles. Ms.Nutt states that gendered practices in the classroom in the early years translate to women being more risk averse in later life and taking the route that feels comfortable. For girls the education system could be an advantage for young females child development, as educating girls saves lives and builds stronger families, communities and economies. An educated female population increases a countrys productivity and fuels economic growth. According to UNCICEF, girls who receive an education are less likely to marry young and more likely to lead healthy, productive lives. They earn higher incomes, participate in the decisions that most affect them, and education systems empower girls and boys and promote the development of life skills like self-management, communication, negotiation and critical thinking that young people need to succeed. They close skills gaps that perpetuate pay gaps and build prosperity for entire countries. So, unlike a males experience in education, for females there a more pros than cons. For females binarism has its advantages, however it also has its disadvantages, for example, if a young female in school was to want to play football or choose a boy subject she would be looked at and treated differently, also affecting her experiences growing up, because people are afraid of getting bullied for being unique or different children begin to start living two lives one at home and one at school, and it all boils down to binarism, gender roles and stereotypes.