1. Introduction

Educational equity is an important part of social justice, which requires all individuals to enjoy equal educational opportunities and resources, regardless of gender, race, and socioeconomic status. However, as a deep-rooted social and cultural phenomenon, gender bias has long permeated all levels of the education system, affecting the fairness and effectiveness of education. Especially in the United States, despite the legal establishment of gender equality, the issue of gender bias remains a significant challenge in actual educational practice.

In recent years, with the further development of feminist research and educational equity theory, the academic circle began to pay more attention to the impact of gender bias on education. Studies show that gender bias not only limits the potential of individuals, but also intensifies the solidification of social gender roles and hinders the realization of gender equality. Therefore, it is urgent and important to explore the gender bias in the current situation of American education, uncover its manifestations and mechanisms of influence, and put forward effective coping strategies for promoting educational equity and social progress.

This study aims to fill the existing research in the systematic analysis of the American education gender bias. Through the integrated use of literature analysis, case studies, and data analysis, this research examines how gender bias operates within the American education system and its profound impact on learning outcomes, self-awareness, and future career development. This study hopes to provide valuable references for educators, policy makers and all sectors of society to jointly promote the construction of a more equitable and inclusive educational environment.

2. Overview of the Current Situation of Educational Equity in the United States

2.1. Equal Quality of Educational Opportunities

2.1.1. Differences in Enrollment Rate of Students of Different Race, Ethnicity, and Socioeconomic Status

The American education system, despite its commitment to equality, exhibits marked disparities in access among students of diverse racial, ethnic, and socioeconomic backgrounds. Legal frameworks may stipulate equal educational opportunities, but in practice, barriers abound. Minority and low-income families often grapple with hurdles such as school district divisions that segregate communities and a lack of school resources stemming from inadequate funding. These obstacles not only limit educational choices but also exacerbate societal stratification, making it harder for disadvantaged groups to ascend through education [1].

2.1.2. The Allocation of Educational Resources for Students with Special Education Needs

Students with special education needs, particularly female students, face an additional layer of challenge. The allocation of educational resources for them is frequently inadequate and ill-suited to their requirements. This manifests in the absence of personalized teaching plans, inadequate auxiliary facilities, and a shortage of specialized teachers. These deficiencies not only impede learning outcomes for these students but also exacerbate inequalities at the intersection of gender and special needs, leaving this subpopulation even more marginalized within the education system.

2.2. Fairness in Education Quality

2.2.1. Uneven Distribution of Teachers

The quality of education is heavily influenced by the caliber of its teachers, and in the United States, this resource is unevenly distributed. Highly skilled educators tend to gravitate towards schools that are resource-rich and reputable; meanwhile, institutions often have a higher proportion of male teachers. This gender imbalance in the teaching profession not only affects the diversity of teaching styles and methodologies but also influences the educational opportunities available to all students, especially female students and those from ethnic minorities who may benefit from more diverse role models and perspectives.

2.2.2. Differences in School Facilities and Teaching Resources

The allocation of school facilities and teaching resources is another arena where unfairness prevails. Schools in economically advantaged areas can offer cutting-edge teaching equipment and a wealth of learning materials, fostering an environment conducive to optimal learning. Conversely, schools in deprived regions struggle to meet even basic standards. This resource disparity extends beyond physical infrastructure, impacting the richness and currency of course content as well. Such inequalities not only hinder academic progress but also perpetuate a cycle of disadvantage, as students from under-resourced schools are less equipped to compete in an increasingly knowledge-driven society [2].

2.2.3. Gender Differences in Students' Academic Achievement and Evaluation System

The evaluation system, a cornerstone of measuring students' learning outcomes, is not immune to gender bias. Research underscores that standardized tests often favor knowledge and skills traditionally associated with the "male domain," such as mathematics and science. This bias can lead to female students underperforming in assessments, which can dent their self-confidence and academic motivation. The gendered nature of these evaluations not only undermines the educational rights of female students but also reinforces gender stereotypes, perpetuating inequalities that extend beyond the classroom into the professional realm.

3. Analysis of Gender Bias in American Education

Gender bias is a long-standing issue in education, particularly evident in the American education system. This section provides an in-depth analysis of the manifestations of gender bias in American education and the mechanisms by which it impacts educational equity.

3.1. Forms of Gender Bias in Education

Gender bias in education takes various forms, each contributing to the perpetuation of gender stereotypes and inequalities.

3.1.1. Gender Stereotypes in Curriculum Setting and Textbook Content

In the American education system, the curriculum and textbooks often unconsciously reflect gender stereotypes. For instance, fields such as science, technology, engineering, and mathematics (STEM) are generally regarded as "men's fields," while the arts, literature, and social sciences are more often perceived as "women's fields." This overt gender division not only limits students' choices, preventing them from fully exploring their interests and potential, but also reinforces the solidification of gender roles, making it easier for students and society to accept this unequal gender division of labor. Such stereotypes can lead to a lack of encouragement for girls to pursue STEM subjects, thereby limiting their access to high-paying and influential careers in these fields [3].

3.1.2. Gender Differences in Teacher-Student Interaction

Teachers' expectations and attitudes have a profound impact on students. However, research has shown that teachers often exhibit clear differences when interacting with students of different genders. They tend to have higher academic expectations for male students, offering them more challenging opportunities and in-depth guidance, paying more attention to their behavioral performance and social skills, and giving them more encouragement to pursue academic excellence. This differential treatment not only affects students' self-perception and academic pursuits, but may also lead to a lack of academic confidence among female students, thus limiting their academic achievement and career development.

3.1.3. Gender Imbalance in School Management and Leadership

Gender imbalance in school management and leadership serves as another clear manifestation of gender bias. Although women occupy a significant number of frontline teaching positions, they are underrepresented in school management roles compared to men. This imbalance not only limits women's participation in educational decision-making, potentially making school policies more biased towards male interests, but also affects the gender sensitivity of school culture and policies, creating a school environment that may be detrimental to the overall development of female students.

3.2. Impact Mechanism of Gender Bias on Educational Equity

Gender bias has far-reaching consequences that significantly impact educational equity.

3.2.1. Negative Effects on Learning Motivation and Self-Cognition

Gender bias can seriously weaken students' learning motivation and self-cognition. Influenced by gender stereotypes, students may gradually internalize these concepts and believe that they are not suitable for certain disciplines or careers, thus diminishing their motivation for academic pursuits and career development in relevant fields. This self-restriction not only affects students' personal development but also exacerbates the gender gap in educational outcomes.

3.2.2. Barriers to Educational Opportunities and Resource Access

Gender bias also leads to numerous barriers to accessing educational opportunities and resources. For example, female students may experience unfair treatment when applying for scholarships, internship opportunities, or participating in advanced courses, such as being underestimated, ignored, or excluded from important opportunities. These barriers not only limit the academic development of female students but also further increase gender inequality in educational outcomes [4].

3.2.3. Long-Term Limitations on Career Development and Social Participation

The chronic constraints of gender bias on student’s career development and social participation are increasingly significant. Women's low participation in the STEM field not only limits their development opportunities and promotion space in these high-paying careers but also restricts their contribution to social innovation and technological progress. This long-term gender bias and discrimination affect both women’s personal development and social status, and they also impede overall societal progress and innovation. [5].

Furthermore, gender bias in education can lead to the perpetuation of gender roles and stereotypes in society. Consistent exposure to gender-biased curricula and teaching practices may lead students to develop limited views of their own capabilities and potential. This can result in diminished ambition and confidence, particularly among female students, who may be discouraged from pursuing leadership roles or careers in traditionally male-dominated fields.

Moreover, gender bias in education can also contribute to the gender wage gap. Women who are discouraged from pursuing higher-paying careers in STEM fields or who face barriers to accessing educational opportunities and resources may end up in lower-paying jobs. This affects their economic well-being and perpetuates gender inequalities in society as well [6].

In conclusion, gender bias in American education is a complex and multifaceted issue that has profound implications for students' learning outcomes, self-perception, and future career development. It is crucial for educators, policymakers, and society to recognize and address these biases in order to promote educational equity and foster a more inclusive and equitable society [7].

4. Conclusion

This paper mainly discusses the problem of gender bias in the current situation of education in the United States, revealing its multiple manifestations and profound impact on students' learning outcomes, self-perception, and future career development. The study shows that gender bias is not only reflected in the micro level such as curriculum setting, teaching material content, and teacher-student interaction, but also permeates into the macro structure such as school management and resource allocation. Together, these factors constitute a significant root of educational inequality.

This study concludes that eliminating gender bias and promoting educational equity is a systematic project that requires the joint efforts of educators, policy makers, all sectors of society and even every family. To be specific, a more inclusive and equal educational environment should be constructed by reforming the curriculum setting, enhancing teachers' gender awareness, optimizing the school management and leadership structure, and strengthening the formulation of gender-sensitive education policies.

This paper suggests that future research should delve deeper into the specific operational mechanisms of gender bias within the education system. Employing experimental designs, long-term tracking studies, and other methodologies will help elucidate how gender bias influences students’ academic paths and career choices. Meanwhile, cross-cultural comparative studies will also provide a valuable perspective for understanding the role of gender bias in different educational systems. In short, continuous attention and commitment to eliminate gender bias are of great significance for promoting both educational equity and the overall progress of society.