Unfortunately, all these social progress appear void when we hear reports of gender bias, and gender discrimination within the educational institutes. The educational institutions and academicians are the beacon of social reforms, the forum and its owners kindle progressive and visionary principles to sustain and developed society. It is discouraging to observe these vocalists of social and human rights, negating these principles in their professional attributes (Praechter, 1998, pp. 178).
The article has elaborated the contributing factors which have caused gender split among the young generation. The faculty of the academic institutions are involved in certain measures which provoke differences between males and females; the steps are although deliberate but such offensive measures are so common in our schools that no one bothers to challenge or restrict such offensive statements.
The sociologists have complained against the curriculum being taught to the young generations; and alleged that the basic differences between female and male society are exaggerated and highlighted in these schools. Such teachings in later stages develop a sharp edge between the students and professionals from both the genders. It is suspected that educational institutions establish primary differences between masculine and feminine in their teachings, which eventually translate into social inequality (Maher, 2001, pp. 78). It is alleged that "traditional gender ideologies and present changing gender norms affect the way gender is taught through the hidden curriculum found within every classroom today" (Lloyd, 1992, pp. 86). The schools are accused of teaching gender norms, which is source of intensifying the gender inequalities, "education is one of the leading institutions that teaches and bolsters the gender inequalities". The research reveals that the educational units form the approach and understanding of the young generation about the gender diversification, "women and men are different and unequal, and that the inequality comes from those differences, and that, therefore, such inequality is justified" (Maher, 2001, pp. 78). The educational institutes are accused of promoting such differences, and tutorial and lectures are designed such that gaps between masculine and feminine are further exaggerated.
The concept of twin goals have been floated which intend to offer students with the skills essential for the continuation of political work as feminists, it is stressed that the provisions different from perspective and educational experience shall be explored and realised (Weiler, 2004, pp. 456).
The gender bias was previously common in the educational institutes. Earlier in 18th century, the females were denied access to education, and the education was reserved for the boys. A general impression prevailed previously which doubted the mental capacity and ability of the females, "women could not withstand and would not wish to subject themselves to the rigors of higher education" (Lloyd, 1992, pp. 86). The admission of the females in some of the academic institutions was granted not to promote literacy among the females, but rather the only intent was to please the men during their educational careers. The gender bias in educational institutions also shared some myths or psychological warnings, it was warned that by bringing