Taking on another gender stereotype girls are often expected to take on that motherly role and help those who have fallen behind or don’t understand the material (Scantlebury, 2009). Teachers also often discipline boys and girls differently. With boys teachers are more likely to accept the “boys will be boys” mantra, while girls are supposed to be more quiet and level headed. There fore boys can get away with more before being disciplined by the teacher. These stereotypes make school tough for the kids that don’t fit into their gender stereotypes.
So why do boys seem to do so much better in math and science in the later school years? Perhaps it is not that boys are just smarter than girls are. Studies have shown that teachers give boys more attention in the early and crucial years because they fear that the boys will fall behind in their school subjects, and that boys are more daring--more willing to take a risk and answer a question, even though it may be wrong. Sadker, Sadker, and Stulberg (1993) pointed out that there are four basic teacher reactions: praise, criticism, remediation, and acceptance. Teachers also direct these reactions to certain students.
Studies have shown that teachers give boys more attention in the early and crucial years because they fear that the boys will fall behind in their school subjects, and that boys are more daring – more willing to take risks and answer questions, even though it may be wrong. The study done by Del Siegle and Sally M. Reis about Gender Differences in Teacher and Student Perceptions of Gifted Students’ Ability and Effort investigated whether gift... ... middle of paper ... ...us classroom, showed that students benefited when provided differentiated, challenging learning opportunities. Both males and females learn in a different way, some students may work better in a cluster setting while others may learn better in a general classroom setting. The difference between males and females is difficult to identify because the average sex difference is so small in terms of IQ. The abilities including IQ , is greater for males than females, which shows we should see more males in the gifted ability spectrum.
Teachers also can contribute to this loss of interest in these subjects. Sometimes teachers tend to assist girls with difficult problems to avoid feelings of disappointment. Teachers also seem to call on boys to answer more cha... ... middle of paper ... ...ereotypes about boys and girls, such as mathematics being a male domain. Students should realize that no mater what sex they are anything is possible if they set their mind to it. If students believe these stereotypes and yet they do not fit into that particular mold they might try to hide their strengths of weaknesses.
As it says in the source of single-sex classes and Equal opportunities for girls and boys: perspective through time from mixed comprehensive schools in England... ... middle of paper ... ...he teachers have activities to make the boys more involved and have less chances to misbehave. Straight boys are more misbehaved in Co-ed classes because they are distracted by the girls and are trying to impress them. So they misbehave to get their attention. In single-sex classes they do not have those distractions and do not feel the need to get anyone’s attention. In the article The boy factor: Can Single-Gender Classes Reduce the Over Representation of Boys in Special Education.
Male students may be freer to engage in some activities they have not considered before in mixed schools. For example, boys feel pressure to follow some non-macho interests when girls stay around them; however, the all-boys schools eliminate their pressure toward gender stereotyping to pursue music, dance, and drawing. Single-sex schools would help boys explore and develop themselves. Also, girls in sex-separate schools show more confidence and power (Guarisco). They could receive full attention from teachers and express their opinions in science classes without worrying about the boys’ banter.
It has a great impact on students, especially on males because they become more of a gentl... ... middle of paper ... ...principal claim that single-sex programs run-more smoothly and have fewer discipline problems because they take away the tensions that spring up when boys and girls mix in classrooms (Black 1). This statement is not true because when students are separated their attitudes become worst. Ms. Hanish’s research found that when students are with same-sex classmates, they behave in more gender-stereotyped ways: Boys become more aggressive, and use more “rough and tuble” play over time; girls become more gendered played (Sparks 3). “Children develop a fairly limited set of interaction skills: less understanding, appreciation, respect of one another” (Ms. Hanish 3). Improving these skills can lead to less drama.
The most common of these unconscious behaviours is not calling on girls to answer questions (Sadker & Sadker, 1994). While this cannot be entirely blamed on the teachers – boys are often more visible when the put up their hands by holding them higher and vocalizing “Me! Me!” whereas girls tend to hold their arms bent at the elbow and be quiet – it is important to be aware of this unintentional bias and the effect it can have on female students. Teachers also tend to offer male students more encouragement than female students. They give them more positive feedback and make more helpful slips, which involve providing information to the answer in the question (LaFrance, 1985).
However, when they are younger they show their emotions by throwing temper tantrums, especially as toddlers and babies since they cannot verbally express their feelings. Unfortunately, today’s society is made up with so many different stereotypes that can often be brought into the school environment. These stereotypes set guidelines on how boys and girls should act or behave. Then there is the “Boy Code,” which according to William Pollack (1998) is the unwritten list of societal beliefs about how boys should act (as cited in Connell & Gunzelmann, 2006). For example, the Boy Code requires boys to act tough and hide their feelings; they are therefore less likely to speak up when experiencing diffic... ... middle of paper ... ...ling behind girls also.
The single gender classrooms allow them to ask questions and more freely give answers, without feeling they would be ridiculed. One 7th grade girl “reported a definite improvement in her grades, noting that “I can concentrate better. I am not afraid to raise my hand” (p.6), in the single gender classes. For one boy the single gender classes allowed him to feel ““more challenged” in his all-boy classes because he enjoyed the competition” (p.6). The girls in this study gained greater benefits and were able to get past the social issues that came up from single-gender classrooms better than their male