Essay on Are Women Teachers to Blame for Boys Low Test Scores?

In her scientific work Sex Differences in the Brain Kimura analysis several key differences that cause men and women to excel in various tasks and jobs due to naturally occurring phenomenon in the body and

Other explanations for the variations include a large amount of estrogen hormones in females, which is the primary reason for the differences in the parts of a woman’s brain. According to Bruce Goldman, a science writer for the Stanford Medical School’s Office of Communication and Public Affairs, a woman’s hippocampus, a region of the brain that processes most learning and memorization, is generally bigger than a man’s and functions in a distinctive way. Better learning and memorization skills are especially important when it comes to schooling, which explains why every two men who earned a Bachelor of Arts degree in 2010 were matched by three women achieving the same (Rosin 306). This is not the only variations between the brains of each gender; the corpus callosum, the white matter in the center of the brain that helps the left and right lobe “talk” to each other, is larger in females, thus the reason that womens’ brains unfailingly show stronger communication between hemispheres (Goldman). Activity between these halves are important for speech as well as comprehension. Different sizes of different parts of the brain are part of the reason why women are biologically more capable in certain fields of work than men.

Also, in her article, Bonomo states, “males possess on average more than six times the amount of gray matter related to general intelligence than females, while females have nearly ten times the amount of white matter related to intelligence than do males. One part of a male’s brain, the inferior parietal lobe, is larger than a female’s and is involved in spatial and mathematical reasoning, skills that boys tend to perform better than girls” (Bonomo, 2010); whereas, girls tend to perform better than boys in verbal and written language. Furthermore, “in 2007 a longitudinal study conducted by the National Institutes of Health demonstrated consistent sex differences in the speed of the brain’s maturation (Lenroot et al. 2007). It also showed that boys’ brains develop differently than girls’

​Historically, men have displayed a stronger spatial memory than women ("Sex Differences in Memory"; Loftus et al. 82). What this means is that men are generally better at remembering things such as where the car is parked, driving directions (Loftus et al. 71) and, as exemplified in "Sex Differences in

Teachers are sexist. The school districts sees this statement that goes noticed by them, yet no action Is taken from these suffering schools. The only time the districts take action Is when it Is publicly seen from the parents. Worries about the declining academic performance of boys, a topic of upsurging alarm this past decade, have intensified recently. This unjustly act that happens to all boys whether they notice it or not it Is a foreseeable opponent. Boys must climb the wall in front of them of being seen as just another delinquent. This could all be improved by having the teachers go through a course so they may see what it's like to be the

It has been found that there is little to no difference on cognitive ability based on sex (Hakim, 2006). How, then, have these ideas about femininity remained in popular discourse? It is argued that the schemas that are developed from birth, which influence initial reactions and the perception

Male brains seem to be 8% to 13% larger in volume compared to a woman’s brain. Certain areas of the brain that are larger in men include the structures that play a role in controlling language, memory, emotion and behavior. Though men seem to have sightly larger brain, there seem to be no cognitive differences. Overall, researchers were unable to find any patterns that created a distinction between men and women. Multiple studies examined multiple structures in the brain including the volume of gray matter and the connections between different parts of the brain. All of these studies found similar findings. A very small percentage of these brains were exclusively male or female, while the majority of them were showed substantial variability between the male and female traits. This article concluded by explaining one finally study that studied the brain during activities that were considered highly gender-stereotyped activities. Once again, the findings were the same. Only 1.2% of these brains were exclusively male or female, while 55% had traits from both males and females. These findings play a vary important role in how society perceives males and females. These findings don’t support these socially constructed views. It seems that these differences in brain structures can also stem from how our society shapes the development of males compared to females. If men and women were treated equally throughout life, their may be less brains that are considered exclusively male or

The nineteenth century saw the start of the scientific debate in which brain size was presumed to indicate intelligence. Which in turn lead some scientists to the conclusion that men, having on average a larger brain size than women, may be more intelligent.

The theory that males and females think and learn differently has come from a range of sources and ideas, including research on the brain. According to a 2007 longitudinal pediatric neuroimaging study led by a team of neuroscientists from the National Institute of Mental Health, various brain regions develop in a different sequence and tempo in girls compared with boys (NeuroImage, Vol. 36, No. 4). Using 829 brain scans gathered over two years from 387 subjects from 3 to 27 years old, researchers found several remarkable differences. The occipital lobe, for example — the one most associated with visual processing — shows rapid development in girls 6 to 10 years old, while boys show the largest growth in this region after 14 years old. Other studies have also shown disparities in language processing between the

When discussing how nature and genetics affect genders’ learning styles, we can look at the article, “Gender-Friendly Schools” by Kelley King, Michael Gurian, and Kathy Stevens. This article talks about how certain genetic factors make separating classrooms beneficial. Specifically, the article mentions a few schools who increased their test scores, specifically for boys, when they tried separating classrooms by gender. Also, it is mentioned

The human brain is vital for every function of every day; from breathing to talking the brain is involved. Yet, the human brain varies from person to person, especially when it comes to gender. Many believe that males and females cannot be that different when the brain is being compared, but there are many differences. The structure, cognitive ability, and disorders are major differences between male and female brains.

In the book it discussed three major differences in cognitive abilities between men and women. The first having to deal with women having higher verbal abilities, the second being mathematical in where men are higher and third being spatial abilities which also has men being higher. With the spatial abilities though there is evidence that women have an advantage on some tasks. Cognitive sex differences I think are more social than environmental because of things like stereotype threat in where the person knows of the stereotype and it negatively affects their performance. In the Smith and white 2012 study found that “the performance of college women was worse on a math test when they heard that men do better on this type of test, but men performance also declined when they heard that Asians outperform whites. “the knowledge of stereotypes has many effects on boys and girls one it makes them not try as hard because they think it is expected of them to do worse. Yes, I believe that real differences can be reduced through interventions. Johns et al (2005) found that “women who were informed of the potential effects of gender-based stereotype threat performed better than women who were not. This finding suggests that having explicit conversations with stigmatized students about stereotype threat and its effects may be a simple yet highly effective intervention.”

Agneta Herlitz and Jenny Rehnman also discovered that women perform better than men in tasks requiring little to no verbal processing, such as recognition of familiar odors, and that the female episodic memory advantage increases when women utilize verbal abilities and decreases when visuospatial abilities are required. Environmental factors, such as education, seem to influence the magnitude of these sex differences, as well.

Most Universities offer classes for aspiring teachers in the theories behind education, classroom management, lesson plan writing and the history of education. All of these classes and subjects are relevant in their own rights but one class that isn’t often offered is the differences between boy and girl brain development and what that means to education. Even when a fetus is formed, there are biological differences happening from day one that will create either a boy or a girl and will determine numerous differences between them. This research is important and extremely relevant to understanding why boys are the way that they are and learn in the way that they do. Girls have traits that are tremendously different than

On the other hand, many opponents believe that the gender differences in learning styles are tiny or non-existent, and it is no need to divide students according to sexes (Hayes, Pahlke & Bigler, 2011, p. 694). Foremost, Pahlke and Hyde (2016, pp. 82) emphasize that there is inadequate evidence to show any differences in academic related traits, such as hearing ability and verbal ability between boys and girls. This means that many distributions of academic behaviour and attitudes of males and females are highly overlapping. Moreover, in the majority areas of cognitive ability, the diversity within sexes is far outweighing the diversity between sexes (Sadker & Silber, 2007, p. 34). Thus, boys and girls can learn in the same way, and single-sex education is needless.