Biological Differences

   There are a small number of females compared with males enrolled in elective high school science and mathematics courses. The achievement between males and females in science and math are measured by standardize testing.   At the high school level boys score minimally higher than girls on the NAEP math achievement test. Boys have always dominated these subjects. Research shows that boy’s and girl’s brain develop and are   biologically different. Girls tend to develop communication skills sooner than boys; however, boys develop spatial reasoning sooner. Research has found that the difference eventually disappear when the brain mature

                                                                             GIRLS

 There are many ways that educators can encourage girls in male dominated subjects.  At the elementary school level, teachers need to encourage girls to have a high expectation for themselves in math. Working in groups is a practice a teacher may want to consider. By grouping students, the teacher gives each student in the class a chance to participate actively. Groups should be carefully constructed and offer a nurturing environment for students to explore and work independently.  Many elementary schools offer math clubs. There are many fun math and summer camps that are catered to girls. Parents of daughters should be made aware of these activities.  Teachers should set the tone of the classroom.   Educators should also avoid saying things like you can’t do that because of your size. We can unintentionally discourage a child.  Don’t make assignments by gender. When a teacher assigns a project and gives boys different options from girls this can have a negative impact to either sex.  Girls that are shy in the classroom should be encouraged to answer questions in the classroom. If a girl is   struggling in math class the teachers should offer alternate positive explanations of their math performance.

   The transition to middle school can be difficult.  As girls progress to middle school level they are faced with peer pressure and the need to fit in. At this age social popularity is extremely important to young girls. Girls should be reassured at this age that it’s ok to be a bookworm and social.  Introduction to challenging classes should start at middle school. There are many challenges a girls faces going into high school. Puberty and popularity can destroy a girls’ self esteem.  Once in high school girls feel a strong need to be popular. This is a major factor that affects many students. When girls enter high school, teachers should educate them on requirements for science and technology careers.  Counselors should take a strong look at girls that show academic promise and encourage them to look at enrolling in higher level classes. Girls that are struggling in these subjects should be offered extra math and science class to build their moral. When girls are the minority in these classes educators should    make sure the girls feel comfortable in their environment. Teachers can ban sexiest jokes regarding girls in the classroom. Avoid making condescending responses to girls. Most of the popular electives in high school have a higher percentage girls enrolled. These electives include drama and chorus. School administrators should be aware of this. These classes should be schedule so they don’t conflict with upper level math and science classes. When electives conflict with upper level math and science students will usually keep the electives and drop the other class.

     Teachers more often think girls succeed in math because of hard work, while boys succeed because of innate ability. Teachers tend to ask boys more complex questions and call on them more often. 

     There are many ways educators can encourage girls to break down the barriers and keep a positive attitude about math and science. It is up to the teacher to establish   an agenda for the classroom. Research has shown that boys and girls learn differently and educators should respond accordingly.  Girls sometimes need an extra push to excel in areas they feel inadequate.   At an early age if a girl has an interest, she should be encouraged to put on a lab coat and become a scientist or engineer. Offer math and science summer camps at a young age.  Teachers and parents should let girl’s pursue any interest they have in math and science fairs and strive to be the best they can be.

BOYS

Boys have a whole set of different difficulties than girls.  Because boys are innately different than girls, they have there own issues in the classroom. By high school the typical boy is a year and a half behind the typical girl in reading and writing, and is less likely to graduate high school, go to college, or graduate college than a typical girl. Boys are three times as likely to receive a diagnosis of attention-deficit hyperactivity disorder as girls, four times as likely to commit suicide, and far more likely to fall victim to teen drug or alcohol abuse. 

The classroom environment is built for girls. Most early childhood teachers are women, and women seem to prefer behaviors associated with girls. Boys need recess and physical activity, but with the ever increasing push on academics, less and less time is given to these physical activities.  Boys are expected to sit in a classroom most of the day, quietly, doing seat work. This is not conducive to the way boys learn.  They thrive on kinetic learning and need more physical space to work.

This is a great site that explains the  difficulties boys face during the early elementary years. Very informative  http://www.earlychildhood.com/Articles/index.cfm?A=414&FuseAction=Article

Conclusion

  In conclusion, it is easy to point fingers and say one gender has an advantage or disadvantage over the other, but in reality, neither has the total upper hand.  In the early elementary years, boys have the most difficulty by nature. Early elementary years focus on reading, writing, and language skills, all of which young boys have difficulty with due to their innate abilities. Boys are more often diagnosed with ADD or ADHD and are more likely to have behavioral problems and to be enrolled in special education courses. This researcher believes many boys are misdiagnosed with these problems, and that they are just a manifestation of the biological differences between boys and girls.

By 2nd grade, both boys and girls express gender stereotyping and view math as male dominant.  By third grade, girls  rate their competence in math lower than that of their male counterparts

As educators, we must understand the differences in innate abilities, and the differences in learning styles between boys and girls if we are to close the gender gap.  It is not that one sex is smarter or more able than the other, it is just that they have different needs as far as learning.