Gender Differences Group Research Presentation

1. Gender DifferencesGroup Research Presentation • Mina Naziri • Kelly Scheiner • Marjorie Frasz • Wendi Conkey • EPY 707 • Dr. Perkins • Adolescent Development

2. Overview • Kelly Scheiner- Stereotypes • Marjorie Frasz –Single Sex Classrooms (Males) • Mina Naziri- Single Sex Classrooms (Females) • Wendi Conkey- Boys & Gender Differences • Cindy L Ohl- Girls & Gender Differences

3. Stereotypes • Stereotypes- defined as a subjective perception or a "picture in one s head" of the characteristics, attributes, forms, or traits of a person or an object in reality. • Contemporary definitions refer to stereotypes as personifications that are shared by a number of people.

4. Stereotypes (cont.) • Where do gender stereotypes come from? • - Parents • - Teachers • - Media

5. Stereotypes • How does this affect adolescents? • -Females • - Males

6. Various statistics • Boys account for: • 70% of the D’s and F’s given by teachers. • 2/3 of students labeled ‘learning disabled’. • 9 of 10 alcohol and drug violations. • Suspected perpetrators in 4 out of 5 crimes that end up in juvenile court.

7. Various statistics, cont’d. • Account for 80% of high school dropouts and attention deficit disorder diagnoses. • Less likely to go to college. By 2007 universities are projected to enroll 9.2 million women to 6.9 million men.

8. Why boys fall behind? • Medical studies are showing that: • Even before birth boys develop slower. • More susceptible to birth defects and miscarriages than are girls. • Upon birth at least six weeks behind girls in development. • Show more emotion in the first few weeks of life.

9. Why boys fall behind, cont’d. • Neurological studies show that: • Boys learn differently than girls. • Boys are more physical in the way that they learn. • Boys are more aggressive in their play and learning, although they are just as emotional as girls.

10. Why boys fall behind, cont’d. • Boys take longer (60 seconds) to disengage in immediate activities to answer teacher questions (15 to 20 seconds for girls).

11. Why the difference today? • Title IX. Equity for girls. • Expectations for girls have changed. • Teacher education programs not addressing the difference in learning between boys and girls. • Only 15% of all U.S. elementary school teachers are male.

12. Possible solutions • Delayed entry into kindergarten for boys. • Increase recruitment for male school teachers. • Single-sex classrooms.

13. The debate • Leonard Sax, founder of the National Association for Single-Sex Public Education. • General expectations in most classrooms are that: • Students will raise hands, work cooperatively, ask for help, refrain from disruptions are easier for girls.

14. Debate, cont’d. • These are the reasons boys are falling behind. • David Sadker, American University Professor, claims: • Single-sex classrooms may enshrine stereotypes; all boys are rambunctious, war loving, school-haters. • All girls love dolls and need to be sheltered from boys.

15. Debate, cont’d. • Research shows that there are bigger difference within a sex than between the sexes. • Resegregating our schools - by race, by economics, and now, by boys and girls.

16. Debate, cont’d. • Leonard Sax concedes that there are plenty of single-sex classrooms that have failed. • Failure is due to teachers not receiving appropriate training. • Forced into teaching situations that they are not excited about.

17. What does the research say?One study • Do single-gender classrooms in coeducational settings address boys’ underachievement? An Australian study. • Judith Mulholland, Paul Hansen & Eugene Kaminski.

18. Method • Pilot study: optional single-gender classes in English and advanced mathematics for Year 9 students, terms Three and Four of 2002. • Parents were asked to discuss options with their students and to request single-gender classes if appropriate. • Higher demand for English than for advanced mathematics.

19. Method, cont’d. • A total of 67 students (35 males and 32 females) requested the single-gender English classes. Only 29 girls requested advanced math. • An accelerated mathematics class for boys was formed for comparative purposes.

20. Data Collection • Three sources used: • 1. Standardized tests for both English and Mathematics. • 2. School subject results in accelerated math and English at the beginning and end (six months). • 3. Semi-structured interviews with four teachers and 11 parents of those who volunteered.

21. Results • Pre-test/post-test • Analyses was conducted using the Statistical Package for the Social Sciences (SPSS, 2001). • Gender and class type (after correcting for differences in pre-test scores), were not a significant factor in the post-test scores (23)

22. Results, cont’d. • There was no statistically significant interaction between gender and class type single gender or coeducational (23).

23. Admitted limitations • Only a six month study. • Students not randomly selected. • Only 10% - 15% of parents took advantage of the interview process. • Quality and nature of changed curriculum. • Psycho-sexual maturity levels different.

24. References • Flannery, Mary Ellen. (2006, April). No girls allowed. NEA Today, 32-33. • Mulholland, J., Hansen, P., & Kaminsky, E. (2004). Do single-gender classrooms in educational settings address boys’ underachievement? An Australian study.Educational Studies, Vol. 30, No.1

25. References, cont’d. • Mulrine, A. Are boys the weaker sex?. U.S. News & World Report, Vol. 131, Issue 4.

26. Single Sex Classrooms (females) • Mina Naziri • EPY 703 • Dr. Perkins • 5/04/06

27. In a 2000 survey by the National Coalition of Girls’ Schools, participants stated that compared to co-ed schools, girls' schools achieve the following: • Better prepare students for college courses • Offer stronger academic training • Do a better job of encouraging leadership • Are more relevant to their lives • Provide meaningful real-world experiences

28. Why Single Gender Education? • According to Research from The Harvard School of Education-In a co-ed classroom: • Teachers call on young men four times more often than they call on young women.

29. Why Single Gender Education? (cont.) • Teachers most often direct the 'challenging questions' to the male students while the female students receive less 'difficult questions. • Teachers call on young men four times more often than they call on young women.

30. In Reviving Ophelia Dr. Mary Pipher explains that: • In classes, boys are twice as likely to be seen as role models, five times as likely to receive teachers' attention and twelve times as likely to speak up in class. • In textbooks, one-seventh of all illustrations of children are of girls. Teachers choose many more classroom activities that appeal to boys than to girls. • Girls are exposed to almost three times as many boy-centered stories as girl-centered stories.

31. Reviving Ophelia(cont.) • Girls read six times as many biographies of males as of females. • Boys are more likely to be praised for academics and intellectual work, while girls are more likely to be praised for their clothing, behaving properly and obeying rules. • Boys are likely to be criticized for their behavior, while girls are criticized for intellectual inadequacy.

32. Conclusion • Overall, graduates of all-women's high schools are more satisfied with their schools and the quality of education, more open-minded about their roles and possibilities, and are less impacted by the social pressures of adolescence.

33. Gender Differences: The Trouble With Boys(Newsweek-January 30, 2006) • Boys are 2 times more likely than girls to be diagnosed with learning disabilities and twice as likely to be placed in special education classes • High School boys are losing ground to girls on standardized writing tests. • The number of boys who said they didn’t like school rose 71 percent between 1980-2001(according to a University of Michigan Study) • 30 years ago men represented 58 percent of the undergraduate student body, now they represent 44 percent

34. Gender Differences: Giving Girls Equal Opportunities… • 1972 federal law Title IX forced schools to provide equal opportunities for girls in the classroom and on the playing field. • 1992-Girls fell behind in math and science still; by the mid-1990’s girls had reduced the gap in math and more girls than boys were in high-school biology and chemistry (American Association of University Women) • Some believe that all this attention on girls ignored the problems boys were facing.

35. Boys Better hand-eye coordination More Implusive “Boy Brain” – “the kinetic, disorganized, maddening, and sometimes brilliant behaviors that scientists now believe are not learned but hard-wired. Girls Fine motor skills more developed More fluent with language and can sight read more Gender Differences:5 year oldsFrom The Trouble With Boys

36. Gender Differences:Quote from The Trouble With Boys • “In elementary-school classrooms—where teachers increasingly put an emphasis on language and a premium on sitting quietly and speaking in turn– the mismatch between boys and school can become painfully obvious. “Girl behavior becomes the gold standard,” says Raising Cain coauthor Thompson. “Boys are treated like defective girls.”

37. Gender Differences:Quote from The Trouble With Boys • Boys and Middle school: • “Boys measure everything they do or say by a single yardstick: does this make me look weak? And if it does, he isn’t going to do it” Thompson said. That’s part of the reason that videogames have such a powerful hold on boys: the action is constant, they can calibrate just how hard the challenges will be and, when they lose, the defect is private.

38. Gender Differences:Additional Quotes • Kleinfeld (1998)…reports that, from grade school through college, females currently receive higher grades and obtain higher class ranks. They also receive more honors in every field except science and sports. Sommers (2000, pp. 24-25) reports that, • "The representation of American girls as apprehensive and academically diminished is not true to the facts. Girls, allegedly so timorous and lacking in confidence, now outnumber boys in student government, in honor societies, on school newspapers, and even in debating clubs. Only in sports are the boys still ahead, and women's groups are targeting the sports gap with a vengeance...Girls read more books. They outperform males on tests of artistic and musical ability. More girls than boys study abroad."  • (Are Boys Falling Behind in Academics? Part I. ERIC Digest.  by Bleuer, Jeanne C. - Walz, Garry R.)

39. Gender Differences:References • Further References: • Michael Thompson’s, “Raising Cain” • William Pollack’s, “Real Boys” • Gates Foundation- is making a boys a priority

40. Gender Differences: BoysAdolescence • Boys are more likely to act out • Boys display more problems with anger and greater involvement in high-risk behaviors • Boys report being more physically active • Boys more often than girls indicated that they were the victims of peer violence, and drank alcohol. • Boys were significantly more likely to say they were not religious. • Many boys reported spending more than three hours a day watching television • (Gender Differences, Adolescence, Fall 2000, Tomori)

41. Gender Differences: GirlsAdolescence • Higher percentage of girls than boys reported feeling emotionally hurt by conflicts with parents and parental disputes • In school, a greater percentage of girls felt overburdened • Girls reported suicidal ideation and attempts more often than boys

42. Gender Differences: GirlsAdolescence (cont.) • Girls have a higher level of depression than boys, indicating that girls are at greater risk for the development of various mental disorders • Girls’ self-esteem reported twice as low as boys • Adolescents, particularly girls, have many identity conflicts and low self-esteem that may affect school success and development of a healthy identity • (Gender Differences, Adolescence, Fall 2000, Tomori)

43. Gender Differences: Career Aspirations • Women still employed in low-paying,low-prestige, traditionally female occupations such as teaching, nursing, administrative support, social work • Girls who are choosing a career are influenced by what they believe boys think is appropriate female behaviour; girls don’t feel rewarded by their peer groups for intelligence and achievement

44. Gender Differences: Career Aspirations (cont.) • In contrast to boys, girls are faced with a conflict between their future careers and a commitment to marriage and family; girls make decisions about how they will combine family and work before choosing a career • (Sex Roles: A Journal of Research, May 2002, Watson)

45. Gender Differences: College, Career and Salary • Although women are equally or more likely to graduate from college than are men, they remain underrepresented in math and science careers • Women tend to place more value on interpersonal factors such as helping people or enjoying positive relations with coworkers, whereas men place more value on extrinsic rewards such as earning a good income and attaining high status

46. Gender Differences: College, Career and Salary (cont.) • With the effect of gender on salary expectations, many researchers have found that men expect higher salaries than women do • Women expected to receive lower starting and career peak salaries and perceived lower pay as fair pay, even within the same career as men • (Sex Roles: A Journal, August 2002, Heckert)