We hesitate to recommend that females be encouraged to use more retrieval-based methods of problem-solving, or that boys be encouraged to use concrete methods, for this would be akin to placing a value judgement on which of those methods was best. Rather, we would prefer to encourage teachers to use different assessment techniques which will in turn encourage all students to use both methods of problem-solving.
Other suggestions focus on the mood of the classroom. Classrooms with a gender-responsive learning environment encourage the participation and involvement of all students. (Manning, 1998) This means that teachers must be conscious of which students are responding to the questions in class and which students appear to be intimidated. Teachers must allow for and encourage risk taking for all students regardless of their sex. One method by which an instructor can do these things is to view each student as an individual and not as a boy or as a girl. (Manning, 1998)
It has also been suggested that single-sex learning environments may be of benefit. This is a controversial idea. Some feel that these classes encourage self-esteem for the students involved as well as enhance the academic achievement of girls in certain subjects. Others feel that these classes do not properly prepare students for a multi-gender world outside of school. Diane Pollard's focussed her research on single-sex classes. In her study, she cites that averages were higher for both sexes in single-sex math and science classes as compared to mixed-sex classes. One finding across studies suggests that girls become more comfortable and therefore more willing to take risks in single-sex classes. (Pollard, 1999) No other definite conclusions have been found at this time. However, instructors should keep in mind the benefits that arrive from such situations and try to implement ways to achieve these same benefits in mixed-sex classes.
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