Gender Differences and the Brain

Sandra Witelson is currently a professor at McMaster University which is located in Hamilton, Ontario. Witelson is a professor for the department of Psychiatry & Behavioral Neurosciences. Witelson had a love for science at a young age as her father was an intelligent man and encouraged Witelson’s interest in the human body. When first attending McGill University, Witelson had planned to major in mathematics, but changed her mind when she realized that psychology was a better fitting choice (Science.ca). Witelson has an outstanding background of education as she has received her B.Sc, M.Sc, and PhD from McGill University. Witelson’s research interests focus primarily around the brain and its functions based on whether it is a male or female brain. The main focus of Witelson’s research is around biological basis for cognition in male and female brains. Sandra Witelson’s research allows for a further understanding of different cognitive functions within the male and female brains (McMaster University).

Single-Sex education has existed since the beginning of education itself but, it has recently reemerged in the US under the pretense that it will improve school environments and help children learn better. According to psychological studies this is not the case. There is little difference between boys and girls in terms of ways they learn, and their neurodevelopment. Separating children also does not allow for socialization between different genders. This conflicts with children’s social skills and exposure to the opposite gender which makes sexism is more drastic in environments where girls are separated from boys. Single-sex education is a practice that many people believe improves schooling but, it is not proven that there are any

The issue of single- sex education and mixed- sex education have occupied the minds of almost all the professors of the educational process all over the world for centuries. To deal with this issue, there must be many sayings and arguments. Also, other studies related, should be put into consideration. There are many more opinions that support single-sex education, others support co-education. Most world countries are following the opinion that says that coeducation is better and more effective than single sex education. Theoretically, co-educational process is more fruitful than single-sex education that's because of three main factors that affect greatly; firstly, the students' behavior; secondly, the educational level; thirdly the

Did you know that single-sex classrooms are the worst classes ever? Over the past decade, single-gender classrooms have been opened in at least 230 schools in the rural, suburban, and the urban areas. Single-gender classrooms are classrooms where either young girls’ are in one class together, or young boys are in another class together. Single-sex classrooms were created because studies showed that boys and girls learn differently and they could benefit from being in a classroom with peers to whom they can relate. Since 2008, single-gender education has been the key to improved educational performance among boys and girls throughout the years. Today, gender differences among girls and boys are steadily rising in the classrooms they are in,

But they couldn’t be more wrong. Victoria M. Indivero of Penn State News’s ‘Sex segregation in schools, detrimental to equality’ say,”Neuroscientist have found a few difference between male and female brains, but none have been linked to different learning styles.” And to further back up this claim, I have Gina Rippon of Neuroscience News’s ‘Are Female and Male brains really different.’Which states,”It can be shown that a ‘characteristically male’ density of dendritic spines or branches of a neuro cell can be changed to the ‘female’ form simply by the application of a mild external stress. Biological sex alone cannot explain brain differences; to do so requires an understanding of how, when, and to what extent external events affect the struggle of the brain.” So as you can see the gender of the host does not determine nor change any aspect on the brain. It all has to do with the uniqueness of the brain and what happens outside it to the rest of the body that determines exactly what is need for living and learning. For example, if someone had been in a traumatizing car accident, but he was a young boy, it would be best not to stick him into a classroom that is littered with pictures and pictures of cars because they are seen as ‘boyish’. The things we do and happen to us as people

Thus, concluding that the explanation of biological, psychodynamic and learning approaches does influence on gender development. Each of these approaches explains how gender is developed in their own way. From the biological approach, we found out that gender differences are seen as resulting from sex differences. In other words, women and men act, think and feel differently because of differences in how their brains work. These brain differences may result from chromosomal differences and may also be the result of hormonal differences.

The effects can be minor, for example, studies have indicated girls perform better when the classroom temperature is warm, while boys perform better in cooler temperatures. More considerable effects include higher test scores. In the journal, Single- sex Education: What Does Research Tell Us?, published in The Economic and Social Research Institute, on July of 2010, author Emer Smyth reports girls were more likely to obtain higher grades in

Some coeducation advocates agree that there are at least a few miniscule physiological differences in male and female brains, but they also say there is a lack of evidence that these differences in the brain are important to learning at a personal level. However, there has been abounding evidence to prove that the differences in female and male brains are quite different and it does have an impact on individual learning, especially for younger children. A team of neuroscientists from the National Institute of Mental Health

Since the beginning of time, the human race has always asked: what are the neurological differences between genders? With hormonal and chemical differences between males and females, it is certain that instincts, thinking, and personality traits all vary from person to person, male to female. Understanding these differences benefit the conclusions of primarily feminine or masculine traits (Jantz, 2014).

Through processing, chemistry, structural differences, blood flow and brain activity. Male and female brains process the same neurochemicals but to different degrees and through body brain connections and different genders. The structure of the brain in both genders is very different, and the way it functions in the body. Since men have larger brains they are said to be smarter and more intelligent, while that is not true. The way a man's body was built allows him to have a larger brain and maybe surpass females when performing physical tasks, however, when it comes to actions and emotions females outbalance males as they are more evolved mentally. The female brain tends to strive more for connection, and investigates scenarios in a much deeper meaning than the male brain. It can be concluded that through chemical and mental aspects the female brain is rather superior than the

When deciding whether or not to experiment with single-sex classrooms, there are many issues that must be taken into consideration. Those who would be hurt most by this decision would be males. If boys are not able to learn alongside girls, their achievement level would decline and their character development would be hindered. Experimenting with this concept would arise multiple issues and put boys at disadvantages that would put them behind those who are able to learn in coeducational classrooms both educationally and behaviorally; these concerns must be taken into consideration before putting single-sex classrooms into place.

Research Paper: Do students receive a better education in single-sex schools rather than in co-educational schools?

Their findings are that when the brain is at rest, different areas in the brain are activated for men and women. For men, this part is the so called reptilian part which is associated with the fight-or-flight response while for women this is the limbic system, which regulates emotions. So, men’s immediate reaction is to act, whereas women’s immediate reaction is to feel.

In single sex schools boys and girls excel in subjects they usually would not. Single sex schools help children do well in subjects they usually would not be good at or subjects they would not usually try. For example girls do better at maths and science in all-girl schools; boys do better in languages and the arts in all boy schools. My first example to backup my point is a study by Cambridge University in 2006 where their research showed “boys improved in english and foreign languages in single sex classes, and girls improved in maths and physics. This proves girls and boys do better in subjects they usually would not do because they are more comfortable in a single sex school rather than a co-educational school. A second piece of evidence to help argue my point is a United States study that found boys at single sex

Knowing the differences in the brain begins to give some understanding on how and why females and males learn differently. There are many basic differences in learning. Like stated previously females are better at verbal skills which makes them better at reading and writing and causes them to use words as they learn, and males are better