In all education, based on some researchers' opinions, involving spatial and mathematical reasoning, skills, boys always doing better than girls, but in the aspects of language application and writing, girls often do better than boys (Bonomo, 2010). In the Netherlands, the gender gap is a very common topic; therefore, researchers have conducted research about the difference between boys and girls at primary school and in secondary education. The problems which are addressed in Driessen and Langen’s study is the difference between boys and girls in primary school and secondary education. Researchers analyzed the three areas, cognitive competencies, non - cognitive competencies, and school career outcomes (Driessen, Langen, 2013). Base on the three aspects, people have discussed the learning facts of boys and girls in different educations stages.
Who is Smarter? Who's smarter? There have been several tests given to young boys and girls to test their intelligence, the turnout has been that girls' overall average intelligence is higher than that of boys. Are girls just naturally born smarter or do the teachers have something to do with it? In David Thoma's article, The Mind of Man, he writes about how he believes that women teachers are the reason why boys score lower on tests and don't do as well as girls in school.
It has long been debated whether or not boys are falling behind girls in school. Various studies claim that girls are better for the classroom environment because it is simply in their nature or their gender. One study done on the gender adjustment differences on first graders specifically says that, “girls tend to fit more naturally into the student role than do boys. Girls may find it easier than boys to sit for long periods of time and complete projects requiring fine motor skills.” What people fail to remember is that sex and gender aren’t the same. All girls are not going to fit into the role of being better students tha... ... middle of paper ... ...5.
On average, students in sexually segregated education environments outperform students in coeducation settings academically (Mullins). Single sex schools have more advantages than coeducation schools; for these reasons parents should consider sending their children to these schools. Boys and girls learn differently. The learning environment that accommodates boys might not suit girls. Boys move naturally, they squirm around in the chairs or desk; this active energy requires them to have challenges, sports, and electronics (Hughes).
When a female teacher was brought in to give the lesson, the girls outperformed the boys (Thomas 122). Why is this? Maybe it's the difference in the behavior styles of the boys and girls. David Thomas, in his essay "The Mind of Man", says, "Boys are, across all cultures, much more boisterous and overly competitive than girls. They seek out physical competition ... this makes them harder to control than girls."
How does gender segregation effect students in school? Many countries believe that separating genders in schools helps to make a better atmosphere and better academically. There are many advantages have been shown for single-sex schooling. It has been shown that the differences of the performance in school subjects can differ from boys to girls, many supporters believe that gender segregation in education helps increase the academic interests. Teachers have been attending training to learn how to teach girls and boy.
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, and single gender classrooms are increasing. Teachers go by the theory that “separate sexes meant equal education.” While some educational experts believe single-gender education is best, parents have begun to notice the development of sexual stereotypes, and the children work better together. Furthermore, single sex classrooms cause more students to fail and have behavior problems. Reasons for this are: students are more distracted and lack focus, boys and girls develop sexual stereotypes, their learning abilities are different, and single sex classrooms cause boys to be very problematic.
On the other hand, Mead’s article shows that as the majority of professor are women and they are responsible for creating the curricular content and the structure of the school days’ boys suffer from its disadvantages. Based on the statistics from US News, boys are worse students than girls in almost every aspect but they have been improving more than girls in the last decade. Are they going to catch up girls or are the girls going to catch up them? I mean, who is actually oppressed? The girls who receives less attention, who participates less in the classroom, who are discriminated since the last century or the boys who are responsible for most of the drop outs in schools, who are also responsible for 90% of the incidents related to alcohol and
When these say research was done globally, the statistics varied, some siding with girls and some in favor with boys. So this proves, that there is a real gender difference, but there is not a proven gender maturation rate in the brain. Self-esteem is another big gender difference. It ties in with topics like emotions, coping, depression, and behavior. All through adolescence boys have been shown to have a greater self-esteem than girls.
(8 marks) One reason that I think females are achieving better GCSE grades than males is that more pressure is being put on females nowadays due to women being more determined to be treated equally to men in areas such as jobs. Another reason, is that I think women are becoming more independent are striving harder to reach their targets and goals. E) Explain how the hidden curriculum and processes within schools help to produce inequalities between children of different social classes. (20 marks) There are processes within the hidden curriculum which could help to... ... middle of paper ... ...ent of socialisation, and that we are judged in terms of achieved status which is produced though education, and then work. Whereas, he believes that family is the primary agent of socialisation and we gain ascribed status i.e.