There are significant differences in the ways girls and boys learn differences which are more substantial than age differences in many ways. Reason for specific differences in the performances of boys and girls in school can be proven to be related to stereotypical labeling. There are gender-specific personality traits which affect how children learn. In the 1960’s and 1970’s and even into the 1980’s, it was fashionable to assume that gender differences in personality were “socially constructed. Educational psychologists have consistently found that girls tend to have higher standards in the classroom, and evaluate their own performance more critically. Girls also outperform boys in school (as measured by students’ grades), in all subjects and in all age groups. NASSPE. (2011). Gender can sometimes factor in to student’s opportunity to demonstrate their abilities As learners, students tend to be different based on their gender. The cognitive abilities of young males develop later than those of females.
Researchers have found that boys tend to learn more when there is competition (such as grades) involved; and girls tend to learn more in a cooperative learning environment. With more attention being placed on such discrepant behaviors, there has been a real push in the U.S. to address the gender inequities that still seem to be so prevalent. Myers, S. (2008). The knowledge of students preferred learning styles is vital if educators are to provide tailored strategies for individual students. Researchers showing that the better solution is to give all teachers the training and resources to reach students with a variety of learning styles, regardless of student gender, and discourage teachers for relying imprecise stereo types a bout how girls and boys learn
Knowing students preferred learning style also helps to overcome the predisposition of many educators to treat all students in a similar way as well as motivate teachers to move from their preferred to using others. In so doing they can reach more students because of the better match between teachers and learner styles (advan.2007). Children of all ages can benefit from exposure to positive male and female role models, individual attention, plenty of praise, manipulative for lessons, and possibly separate sex classes or groups.
Myers, S. (2008). Race, Gender & Testing. Race, Gender & Testing — Research Starters Education, 1. NASSPE (National Association for Single Sex Public Education). Retrieved February 17, 2012 from www.singlesexschools.org/research-learning.htm, www.advan.physiology.org/content/31/2/153.full
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