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Gender Differences in Learning

Publishing for the Annals of Neurosciences, Mittal, Verma, and Jain (2012) illustrated that there are clearly defined differences in the ways different genders cognitively solve problems or even engage in critical thoughts. In their research, the scientists concluded that the female gender have better skills for languages, memory, and for visuospatial activities. This proves that men are not intellectually superior to women as had been projected in earlier propositions that claimed that the high testosterone levels in men made them better in critical thoughts and problem solving. However, in a proposition also supported by Gurian, Henley, and Trueman (2001), Mittal, Verma, and Jain (2012) further explain that there are no comprehensive studies that have been made in this regard.

Despite the fact that there are limited studies that have been conducted in this regard, it is clear that performances in educational institutions have been influenced by the perceptions that men are better than women in various aspects. This is a factor that consequently affects the psychology of the female learners as they often expect to come second to the men. However, changing the education system to ensure that men and women learn in different institutions would help the women to rely more on their skills as opposed to letting the men to lead on the bases of expectations. According to Mittal, Verma, and Jain (2012), this is a factor that would serve in eliminating gender bias and stereotyping in academic institutions. However, this is a move that should be supported by further extensive studies that should be targeted at elevating people’s understanding that separating the two genders would be beneficial to both genders as it will position them to strive to compete against each other.

References

Gurian, M., Henley, P., & Trueman, T. (2001). Boys and girls learn differently: A guide for teachers and parents. San Francisco, CA: Jossey-Bass.

Mittal, S., Verma, P., & Jain, N. (2012). Gender based variation in cognitive functions in adolescent subjects. Ann Neurosci 19(4): 165–168. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4117054/

MY WORK ABOVE SHOULD HELP YOU UNDERSTAND THE FEEDBACK BELOW MY PEERS GAVE ME. PLEASE ANSWER THE QUESTION BELOW.

PEER 1

I think back to when I was in the classroom. If you had ever taught or observed in a middle school classroom as I have you might be pro same sex classroom if you were not before. Nowhere is it more obvious that one sex distracts the other from their academic per suits than middle school. However, we have to consider our goals when we consider separating students by gender. If our goal is to prepare students to be contributing citizens to our society is that best done with single sex classrooms. Can we prepare students for the world if we don't teach them to work together in school?

What do you think?

PEER 2

It is true that despite the advancements in science and in cultural beliefs there are still strong viewpoints that sustain the superiority of men over women. I believe that many of the reasons why historical high achievers are men is because they were offered opportunties that women were not given.

I agree that offering separate educational environments for women could potentially increase the success that many women around the world would be able to achieve. It may be that we are still holding on onto some distorted notions about females that would first need to be adressed. However, I also believe that maybe mixed gender classrooms can motivate women to overcome challenges that they may encounter and come out stronger.

Are there any learning strategies that you think tend to benefit women more than men?