Differences Between Girls And Girls - 1703 Words

Throughout the decades there have been noted differences in the educational realm pertaining to gender. Some debate over the differences in learning style with boys and girls. Others conclude that teachers teach and treat boys and girls differently. Society and other factors can influence and cause discrepancies in the overall educational attainment for boys and girls. Historically men have lead the race in educational achievement. However, since the eighties, women have started to be coequals with their male counterparts. Anne McDaniels (2010), reveals that in 2009, women constituted fifty three percent of tertiary students. Women exceeded men in every country except five: Germany, Japan, Korea, Switzerland, and Turkey. This†¦show more content†¦Another area that impacted the differences in gender performances in education is the teacher’s interaction, expectations, perception, and overall attitude. Clinton B. Allison(1995), states how gender biases are reflected in schools. One implication is the boys are more demanding and aggressive in the classroom. This dilemma instigates the teacher’s attention to be more on the boys than the girls. Allison (1995), also states that girls are more receptive and abiding of the rules in the classroom. This reason allots less interaction with the teacher because they are exemplify ing appropriate behavior which does not require attention. The socialization of the genders in the classrooms magnifies the differences being made by teachers. Certain behaviors by boys are ignored, while girls are expected to follow the rules. Certain behaviors are gender based but the students need to be treated equally to master an inequitable education for both genders. Some research depicts teachers as encouraging and boys’ intellectual growth by means of urging and probing. As early as preschool years, teachers are more apt to finding topics and activities that are more appealing to boys. Teachers instinctively deny that these differences occur in their classroom but realistically they do occur. The most pivotal question that Allison (1995), eludes to is how the degree of quantity teaching and