Since the early 1990’s, girls have begun to outperform boys at most levels of the education system. According to Pirie in Item A, the modular courses and continuous assessment found in education today has been seen to favour the systematic approach of girls, compared to the old O level exam which typically favoured boys. These changes within the education system are seen as the main result of gender differences in education, nevertheless, external factors such as the impact of feminism and changes in the job market may also have influenced the increase in girl’s attainment. Firstly, it may be argued that the way pupils are assessed has favoured girls and disadvantaged boys. Gorard found that the gender gap in achievement was stable from 1975 up until 1988 when it increased rapidly.
There are also a few reasons as to why boys don’t tend to do so well in education. One reason is the feminisation of education. Sewell argues that as primary schools are female dominated this puts boys off education as they see learning as being feminine. Another reason could be due to their poorer literacy skills. Parents tend to spend less time reading with their sons, and the mother is usually the reader which makes boys think that reading is feminine.
"Kids' own occupational aspirations are going to be limited, and there could be long-term consequences where, for example, girls are used to being in roles only among other girls, then they have to face the real world where that's not the case." Single-sex education disrupts the opportunity to enhance social skills between boys and girls. There is a significant focus on the idea of single-sex education benefiting students academically; however, they
Having said this, the study was still well controlled and systematic. An issue with this study is that there are gender differences. Only male students were used in the sample so there is little generalisablility. It was found that women are generally more compliant than men in a meta-analysis. However, materials used were more familiar to males than females and therefore the role of confidence may have had an effect on the conformity levels of females.
Boys see themselves as an independent player rather than a part of the teams a whole. Boys also emphasis their leadership role where girls don’t, they just want to have fun. Girl’s independent actions are considered to be contributions to the team rather than to the individual player. Men are competitive, and so are many women in different areas and some of the same. All women and all men, or all boys and girls do not behave the same.
Teaching a boy that it’s ok to push and shove because of his testosterone levels will probably make him more violent in the long haul, and it’s a better idea to show kids of both genders that violence is never O.K. Additionally, girls and boys should often be subject to the same rules, as doing otherwise could lead children to feel that they’re being cheated or treated
The way a person acts and communicates will depend on who is around and how they are acting, meaning different people bring out different attitudes and responses. I want to research and understand these different reactions based on one’s gender and the people that are around. Thesis Statement Sentence: The changes mean that same sex interaction differs for both men and women; it also changes when they interact with each other. Introduction Paragraph: Majority of classrooms tend to set men up for success rather than women according to a study done by Deborah Tannen. This may come as a shock since it is easy to assume girls pay attention more, and therefore participate more in school.
Some athletes are motivated to participate because they want to succeed, but others are motivated to avoid participating in order to avoid failure. According to McClelland et al. (1953), athletes with high motivation to achieve are more likely to show high levels of performance, persist longer, and value feedback from coaches, as well as attributing failure to internal (dispositional) factors such as effort. On the other hand, athletes with a high motive to avoid failure will tend to avoid tasks that involve evaluation or the risk to fail, and they tend to attribute failure to external (situational) factors such as luck. The need achievement theory is important in understanding athletes because it deals with how dispositional factors and situational factors
What is more, the fact that boys and girls learn differently is not supported by scientific evidence. If students of both genders aren’t exposed to each other during their education, they won’t know how to deal with each other when they need it most. Single sex supporters also argue that students educated along with the other gender may become more interested in the opinions of the opposite gender than
Female students might receive less attention or less encouragement, and therefore will be less likely to perform as well as the males; it may also force a girl student's attention towards the arts and humanities, even if her real interest lies in the sciences. CON: Differences in Male and Female Learning * According to the site Girls Learn Differently, a girl's brain actually processes information differently, and thus a girl's learning style and behavior will deviate from her male counterparts'. For example, a girl is attracted to stimuli such as colors and textures, while boys are more attracted to stimuli such as direction and motion. An all-girls' school or an all-boys' school could tailor its curriculum to the particular learning style of their students, which will make it easier for students to pick up new information. CON: Male/Female Interaction Promotes Distraction * For children of all ages, interacting with the opposite sex can cause anxiety or self-consciousness.