It has been shown that there exist gender differences between males and females cognitive styles. Many of the reasons for these differences (including environmental factors inside and outside of the classroom) also influence the achievement levels of males and females. Documentation has shown that males tend to outperform females in math and science testing. Several circumstances have been outlined in which these performance variants occur. (Gallagher, 1998)
An area for concern for researchers is that females' confidence levels in math and science are continuously decreasing which is directly affecting their willingness to study math and science at higher levels. This trend is progressively limiting females' options for both future education and career choices. (Manning, 1998) As a consequence, the lack of females in math and science based careers continues to implicate the stereotyping that occurs in society regarding girls' ability in these subject areas.
Surprisingly, it has been consistently noted that girls' classroom achievement levels are equal to or superior to those of their male counterparts. (Cummings, 1994; Gallagher, 1998; Manning, 1998) So, why do females' test scores not reflect their ability? Ann Gallagher found that it is the competitive environment that is unfavourable to females. Also, she found that females are better at remembering what they have been taught. This translates into strong classroom performance. Classroom tests tend to rely heavily, and sometimes strictly, on material covered in the class. There are generally very few assessment tasks in the classroom, which require students to manipulate previous knowledge in an unknown fashion. However, standardized tests cannot be comprised of skills previously taught to all students. This becomes an obstacle for girls being evaluated by a standardized test such as the SAT math test.
Standardized test scores for males do not reflect this same difficulty. Research has shown that it is the cognitive differences (whether justifiable or not) of the genders which provide male students with the skills to achieve greater success with this type of testing. Male students are found to be risk takers. (Manning, 1998) This risk-taking ability translates into males' willingness to attempt questions unfamiliar to them. It has been found that females tend to leave more questions blank than do males. Gallagher also found that males appeared to excel at tasks, which required the ability to manipulate previously retained information.
Gender-biased instructional practices were considered accountable for many of the achievement differences found in several of the studies. Research has demonstrated that early socialization patterns among genders creates what has been called a "gender culture", and the school environment reinforces and augments the influences of this socialization. (Gallagher, 1998) The classroom was seen as a place where male students dominated. It was found that male students tended to yell out the answers, which often intimidated the female students in the room, and therefore prevented them from participating. (Cummings, 1994) Teachers were found to give more attention, both positive and negative to male students. (Manning, 1998) Teachers were also found to encourage male students to rethink incorrect answers until they arrived at the correct response, whereas they would only provide females with yes/no feedback.
The explanation for this instructional behaviour was that teachers were felt to be protecting their female students. Teachers feared that they would embarrass and further decrease the self-confidence of the girls in their classes if the girls were to arrive at an incorrect answer, so girls were called on less frequently and with less demanding questions. (Gallagher, 1998)
Educators are not the sole gender-biased instructors in society. Parents and societal images are also held responsible for reinforcing gender stereotypes in math and science. First, it has been found that some parents hold lower expectations for their daughters in math and science classes than for their sons. The results of these expectations are that the daughters feel less supported and less able to achieve high levels of performance in math and science. As a result, girls are less sure about the factors determining a high achievement level. Girls will attribute a success to hard work whereas boys will attribute a success to their ability. (Gallagher, 1998)
Second, students felt that societal roles dictated the skills needed by each sex. (Cummings, 1994) Students felt that because men were historically the providers for the families, math skills were essential to them. It was also felt that women needed communication skills so as to raise a family, read recipes and patterns.
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