Gender And Ses Impact On Reading

1361 WordsMay 6, 20156 Pages
Perhaps the most prevailing inequalities in educational achievement are those associated with socio-economic status (SES) and gender. While much research on equity gaps has focussed on secondary schooling, low achievement at the end of primary school is a key risk factor for subsequent low achievement at age 16, for leaving full-time education at the earliest opportunity, and for long term employment and occupational outcomes (Boudon, 1974; McIntosh & Vignoles, 2000; Kingdon & Cassen, 2010). It is therefore vital that teacher’s are aware of the impact these factors have on education, and what can be done to help reduce the gaps in equality. This paper therefore looks to discuss both how gender and SES impact on reading, and the reasons why and then what teachers can do to overcome the problems. There is a growing recognition that there are psychological differences between the genders that affect the way that male and females think, communicate and behave. These differences manifest themselves in the playground, at school, at home and at work. The realisation that boys and girls think and learn differently has come from a range of sources, including research on the brain. Recent research in this area suggests that there are two physical differences between male and female brains and always in the way the brains are used between the genders. Firstly, the corpus callosum is relatively larger in females than in males. Secondly, the left side of the cortex grows more slowly in
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