Gender Differences

Boys Fade; Girls Shine

      The media, educators, researchers, and even the federal Department of Education are finally recognizing that far too many boys are failing - first, at school, and then, in life. ( See the revealing statistics below.)

      Instead of seeking a solution by turning once again to unproven theories and faddish education reforms, educators and parents can begin to use some of the groundbreaking scientific findings on gender differences to help both boys and girls succeed academically.

Boys and girls are not the same!

      New brain-imaging technology, such as the functional MRI, allows researchers to look inside the brain. Dr. Leonard Sax (1) explains the discovery of amazing differences between the male and female brain, such as:

·    Hearing: Baby girls have better hearing than boys; the gap widens with age.

·    Vision: The anatomy of the eye differs between boys and girls. As a result, eyes of baby girls

            focus on details and faces while baby boys focus on action.

·    Emotions: Young girls and boys process negative emotions in a primitive part of the brain,

            the amygdala. In adolescence, girls begin to process these emotions through the cerebral

            cortex – the center for reasoning and language. This connection does not occur in most

            boys.

      Other research adds to the knowledge of gender differences. Virginia Tech researcher Harriet Hanlon found that areas of the brain mature differently in boys and girls. “Some of the regions involved in mechanical reasoning, visual targeting and spatial reasoning appeared to mature four to eight years earlier in boys. The parts that handle verbal fluency, handwriting and recognizing familiar faces matured several years earlier in girls.”( 2)

      These findings identify only a few of the differences between the sexes that can be present at birth and “can be explained in part by hormones and other physiological and chemical distinctions between men and women. Thus they won’t disappear unless we tinker with our fundamental biological natures.” (3)

      As Dr. Leonard Sax states: “Today we know that innate differences between girls and boys are profound. Not all girls are alike and not all boys are alike. But girls and boys do differ from one another in systematic ways that should be understood and made use of, not covered up or ignored…Boys and girls behave differently because their brains are wired differently.” (1) (p. 28) These differences may be key to understanding how boys and girls learn and what teaching practices will be successful for each gender.

Gender differences and the classroom

      As more is revealed about gender differences, educators are presented with the challenge of applying this revolutionary knowledge to the classroom. The possibilities become evident when just three of the above findings are applied to the elementary classroom.

          Hearing: Think about a classroom filled with twenty 5-year-olds who are working at learning centers. The typically female kindergarten teacher tells the children to clean up their center and sit down. The girls hear the request and quickly fulfill the teacher’s expectations. Many of the boys may never hear the teacher. They start to fool around until the teacher raises her voice and repeats the instructions. It would be easy for the teacher to think the boys are behavior problems or have ADD/ADHD when, in fact, their hearing is wired differently.

          Vision: Little girls literally see things differently from little boys so they draw differently. Girls tend to draw colorful, detailed pictures while boys draw action pictures, often shown as scribbles, using only a few dark colors. The typically female teacher admires girls’ drawings, but admonishes boys to use more colors and draw more details. Many boys come to believe very early that they are not “good at art.”

         Emotions: Research shows that many middle school girls are able to analyze and discuss their emotions. Most boys cannot. So assigning an essay asking, “How do you feel about…,” puts those boys at a great disadvantage.

      Clearly, a boy and a girl who are in the same classroom may have very different experiences. The female elementary teacher praises the behavior, work, and verbalization skills of girls, while telling boys to listen, sit down, and, in essence, be more like the girls. British journalist Melanie Phillips believes, “Rather than celebrating male characteristics, society tells boys at every turn that its values have turned female, and that if boys want any place in it they must do so too.” (4)

      Boys continue to be at a disadvantage because today’s classrooms have become feminized as educators have implemented “progressive” classroom practices that seem to favor girls:

•  Cooperative learning groups – Although girls enjoy working in groups and discussing assignments, this technique “runs counter to boys’ natural competitiveness and individual initiative.” Boys are easily distracted in this environment because they do best in structured, engaging, whole-class instruction. (5)

•  Feminized literature – Stories about teenagers and their problems appeal to girls. Boys want to read war stories and adventures – literature that has often been banned from the classroom.(6)

•  Personal essays – Girls can more easily express their feelings and thoughts. Boys are better able to write about events and facts.

•  Whole language – The large number of boys who score below proficiency in reading assessments is likely related to the use of whole language, instead of phonics, in elementary classrooms. (7)

•  Gym and recess – Competitive, vigorous games that boys like, such as dodge ball, have been replaced by “softer” group activities with no winners or losers. 1 Some schools have also reduced or eliminated recess.

•  Medicalization of normal boy behaviors – Boys’ normal developmental behavior, such as fidgeting and not listening well, is often diagnosed as a learning disability requiring drugs, such as Ritalin. (8)

      Boys in typical classrooms often develop negative feelings toward school because the teachers correct their “boyish” behavior, use classroom practices that are counter to their natures, and teach a curriculum better suited to girls. As a result, boys are less academically engaged in school. They are less likely to do their homework, participate in class, and join clubs. Dr. Christina Hoff Sommers asserts, “ Engagement with school is perhaps the single most important predictor of academic success. ” (9)   No wonder boys are more likely to fail, drop out, and use drugs.

      According to Dr. Sax, “The failure to recognize and respect sex differences in child development has done substantial harm over the past thirty years,” – harm to both boys and girls. (1) (p. 7)

Looking ahead

      In an effort to close this gender gap while meeting the academic needs of both boys and girls, changes need to be made that will affect schools, teachers, and colleges.

Single-sex schools/classes

             Boys and girls are different and schools should not educate one at the expense of the other. Dr. Sax advocates for single-sex schools to accommodate the learning needs of boys and girls. His strongest argument is that co-ed schools actually reinforce gender stereotypes, such as girls are better in the arts and boys in science . If the sexes are separated by a classroom wall or an entire building, both boys and girls will be expected to read interesting literature, learn math and physics, and take art classes – all with practices that are gender-appropriate. Sax believes this is the way to break down stereotypes so both boys and girls can learn to their potential. (1) (p. 243)

       Dr. Cornelius Riordan, professor of sociology at Providence College, agrees. Using National Center for Education Statistics data and other research, Riordan concluded, “single-sex schools help improve student achievement,” especially for disadvantaged children. (10) He cites fewer social problems and improved discipline as some of the other positives, many of which carry over into adult life.   The federal No Child Left Behind education law legitimizes single-sex classes and schools by allowing federal funds to be used to develop and support boy-only and girl-only programs.

More male elementary teachers

       Glenn Sacks notes “the dearth of male teachers – particularly at the elementary level, where female teachers outnumber male teachers six to one – is a problem for boys.” (5) With personal understanding of boyish behavior, male teachers may be more accepting of boys so they do not feel like a failure in elementary school.

Better teacher preparation

       Schools of education could help diminish the gender gap by teaching teachers to understand the gender differences and teach accordingly. This approach would allow educators to engage both sexes by matching classroom activities with their different abilities and interests. Single-sex groupings would make this teaching approach easier. (11)

        It will take time for the findings of the emerging science of gender differences to impact the classroom. Meanwhile, parents can continue to advocate for their children by being alert to problems that may be gender-based and, if necessary, broaching the subject of gender-appropriate education with teachers.

       We know from the inequities of the past that American education can no longer leave behind an entire gender, boy or girl. By working together, parents and educators can learn how to better educate boys and girls so both are given the opportunity to reach their academic potential.

1   Sax, Leonard. Why Gender Matters . (New York: Doubleday, 2005)

2   Ripley, Amanda. “Who says a woman can’t be Einstein?” Time . 7 Mar 2005. p. 55.

3   Rhoads, Steven E. Taking Sex Differences Seriously . (San Francisco: Encounter Books, 2004)

4   Phillips, Melanie. “The feminisation of education.” Daily Mail (UK). 19 Aug 2002.

5   Sacks, Glenn. “Start of School Very Difficult for Parents of Boys, Parents of Girls.” 15 Mar 2005.   

     www.glennsacks.com .

6   Bauerlein, Mark and Sandra Stotsky. “Why Johnny Won’t Read.” www.washingtonpost.com .

     25 Jan 2005.

7   Wente, Margaret. “How the schools wage war on boys.” www.educationnews.org . 27 Feb 2003.

8    www.illinoisloop.org .— search for “Gender Bias”

9   Sommers, Christina Hoff. The War Against: How Misguided Feminism is Harming Our Young Men

      www.washingtonpost.com . 30 June 2000.

10.   Riordan, Cornelius H. “Stop the gender politics and start studying.” www.educationnews.org .

          14 Nov 2002.

11.    “Girls get extra school help while boys get Ritalin.” USA Today . 28 Aug 2003.

The Gender Debate Expands - A new study by Dr. Thomas S. Dee indicates that boys learn better from male teachers and girls learn better from female teachers.  If this is true, boys are at a great disadvantage because 80% of America's teachers are female.  To read more, click here.

For some of the causes of the gender gap, click here.

Dr. Leonard Sax, author of Why Gender Matters and CEO guest in 2005 and 2006, is founder and director of the National Association for Single Sex Public Education.  Click here for the NASSPE website.

To read an MSNBC review of  Dr. Leonard Sax's book - Why Gender Matters - click here. Includes video from TODAY Show interview with Dr. Sax.

Important gender statistics - click here.

To read a Pittsburgh Tribune-Review article, click here.

Michael Gurian, family therapist and founder of the Gurian Institute, also researches gender differences.  To read his article in the Pittsburgh Post-Gazette, click here.

An important web site gives extensive attention to gender bias: www.illinoisloop.org