Sociology

Knowledge isn’t all about what people know or how well they are in school. IQ tests test the intelligence of the person; however they test the pure thinking capacity rather than what people know. This means that intelligence comes from the entire cognitive thinking ability and not what they

In the past females have achieved less well than boys at higher levels in the education system, then during the 1990', the girls over took boys at all levels in the education system. The percentage of females in the UK achieving two or more A-levels or equivalent has increased from 20% in 1990 to 42% in 2006. Over the same time period, the percentage of males achieving the same level increased from 18% to 33%. On the other hand, there still continues to be a large difference in the choice of subjects by males and females. Even with the national curriculum being restrictive in the lower levels, meaning both male and females do the same subjects, when they get to a-levels and degree level, both male and females still tend to choose different

IQ tests measure cognitive ability, but they usually assess cultural learning more than pure, natural intelligence.

Over time there has been a change in gender success throughout education “coming into the late 1980’s girls were less likely than boys to obtain one or more A-levels and were less likely to go on to higher education however 1990 's there was a sudden reversal girl were doing better than boys and In 2006 10% more females were obtaining 2 or more A-levels than males (Trueman,2016)”. In today’s society feminist’s doubt that the topic in school want girls to achieve less like the model also considers that gender stereotyping may still be in society as boys are believed to fit better in the workforce than girls. The distinction between girls and boys are often sketched on sex and ideas of biology Dr Zuleyka mention that “Sex are the biological traits that societies use to assign people into the category of either male or female, whether it be through a focus on chromosomes, genitalia or some other physical ascription." (Zevallos), Gender does not depend on biological personality it is an idea that describes how societies determine and manage sex categories also determined by what an individual feels and does. Girls are more conscientious and mature while boys are seen as a liability student. A parent who spends less time reading to their son impact their son to achieve a lower grade. Many jobs tend to be dominated by one gender for example nursing which is seen as a female job. Girls do consistently better than boys at all levels and likely to get higher grades

In a society that claims to strive for gender-equality, would it be possible to apply measures in order to put to an end the mutual exclusion created by both genders from a young age? In her book Tackling Gender Inequality Raising Pupil Achievement, Christine Forde analyzes and critiques the policy and strategies implemented to tackle gender inequality. Forde’s work is still relevant to today’s society as it deals with issues such as the ‘underachievement’ of boys making it a perfect text to study in order to further understand the underlying causes and problems left to resolve. In this book review, we will be objectively and critically looking at the main arguments within the text, the positive and negative aspects of Forde’s critique as

Intelligence tests are inaccurate to measures true ability of a person because genes affect how a person responds to their surroundings, the tests cannot measure the person biological makeup or his true potential for being “smart”.

When discussing biases in testing, intelligence tests are highly discussed especially when addressing cultural bias. Culture, which is defined as the belief systems and value orientation, including customs, norms, practices, and social institutions (Fiske, Kitayama, Markus, & Nisbett, 1998) has a significant influence on all aspects of the individual, and problems can occur with instruments that do not consider cultural differences (Whiston, 2009). Many researchers have studied cultural bias of intelligence tests as they relate to African-Americans. As known, many instruments including intelligence tests were designed to be administered to white or European Americans. Although cultural bias in testing does not focus only on African-Americans, it is one focus group.

Sexual bias still remains in schools today, even though there has been a great many changes in the past 20 years. Girls enter school in the first grade with the same skills and ambitions as boys, if not more, but classroom sexist conditioning results in lower self-confidence and aspirations by the time they graduate from high school. Even though, two out of every three teachers may be women, they tend to favor sexual stereotypes, recalling more positively the assertive male students while liking least the assertive females. Teachers call on boys more often, give them more detailed criticism, and praise the intellectual content of boys’ work more then girls’ work, while more likely praising girls for their neatness. Teachers also allow boys to shout out answers and take risks, but they reprimand girls who do the same thing for rudeness. Additionally, few educators encourage girls to pursue careers in math or science.

IQ testing is often criticized. For example, many believe that the tests are culturally biased. Results may depend as much on motivation and other factors as on innate intelligence.

To me it seems that achievement level amongst boys and girls are bias and in favorable to girls. The book states the first grade of primary schools to the last grade of high school, girls tend to achieve higher grades than boys and have higher educational aspiration (Arnett, 20113). Girls tend to enjoy school environment more (Arnett, 20113). Boys typically do worse in school because expectation are generally lower than the expectation for girls. Stereotypes surround boy’s underachievement at school. Beliefs in their own academic inferiority could translate into lower school grades among boys. Stereotypes can impair boys test performance through stereotype threat and how to counteract them. There are several explanations of boy’s underachievement.

The International High IQ Society Test is a very short, simple test to take. The test had a total of eight questions and consisted of shapes and pattern assessments. In my opinion, anyone could be able to complete the International High IQ Society Test since no reading is necessary. To complete the IQTest however, the tester has to be extremely more literate to complete the test. The IQTest intelligence test is the most scientifically valid IQ test on the web today. (IQTest 2015) This test asks questions relating much more to a person’s vocabulary, mathematic, and critical thinking skills. The test is also much longer than the International High IQ Society Test, as it has thirty eight questions that require a lot of thinking. The Multiple Intelligences test on the other hand require almost no thinking at all. To complete this test, all the person taking the test has to do is simply complete questions about themselves. (Multiple Intelligences 2015) The Multiple Intelligence test is a little longer than the other two tests, but it is much easier. The results of the final test greatly differed from the results of the other two intelligence tests. As opposed to the other tests that give you an actual number result, the results were presented in the form of a chart showing the different groups of “smarts” and shows how well the tester performed in each category.

In this day and age, sexism is becoming a more controversial subject. With gender roles being portrayed in the wrong way based off of gender stereotypes, there is a lot to be changed. This shows that individuals are deeply affected by the gender stereotypes explained in textbooks given to students to study from. There are many effects including, students are taught to think a certain way. Females are specifically affected because they are directly treated unfairly. Lastly, males have been shown to be more favored in classroom settings. With this in mind, people are genuinely affected by the gender stereotypes depicted in scientific textbooks, whether it is realized or not.

Single-sex education promotes gender stereotyping in schools. Gender is often referred to the behavior associated with masculinity and feminity. Females have always been seen as the nurturing figure and the males are hard-working. Girls are seen as noncompetitors and willing to work with others, while boys are more competitive. There is

Modern intelligence tests—including the current Stanford-Binet test no longer compute scores using the IQ formula. Instead, intelligence tests give a score that reflects how far the person's performance deviates from the average performance of others who are the same age. The thought of being the smartest person in the world intruiges many scientists. These two tests are just 2 of the many theorys people use to test intelligence.

Through the years, humans have endeavored to categorizing everything in their environment including themselves. By categorizing people or things that have a particular sharing characteristic, individuals pretend to make organization and interaction easier. In this case, schools segregated by sex. Before the 19th century single-sex education was very common. So, it can be seen as an old fashioned way of learning. The questions about if students really learn better in a school segregated by gender have brought many concerns; Although no firm point has been reached, ensuring that students learn better or not in a single-sex school, the arguments given by both opponents and supporters are worth listening to. While opponents assure that a single-sex school can seriously harm a student’s behavior, supporters argue that students segregated by sex learn better.