ABSTRACT
The issue of gender inequity in mathematics education must be considered in conjunction with the broader issue of gender imbalance in education as a whole. In this regard, it is important to understand the differences between the educational contexts in the underdeveloped and the developed worlds. From a purely theoretical viewpoint, one of the primary goals of education is to foster the development of the human mind so that individuals are able to make appropriate choices, succeed in professional and familial spheres, and indulge in a variety of creative activities in accordance with their inherent potentialities. While there is little doubt of this being an ideal that every country should aspire to in the long run, the sheer heterogeneity of today’s world requires flexibility thoughtfulness and careful consideration of what is and what is not feasible in a particular culture. Although we may overlook differences in the history, culture, and socio-economic conditions within each of the developed and underdeveloped realms, the disparities that exist between them cannot be ignored. Numerous facilities that are taken for granted in affluent societies may be scarce or absent in poorer nations. Furthermore, social norms considered appropriate in many non-western countries may be deemed completely unacceptable in western culture and vice versa. Taking these observations into account, it is clear to me that short-term educational goals must vary across countries in accordance with local cultural factors and socioeconomic conditions.
