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EDUC6500 Presented by Jannine McGarry

Question:Given that current research has identified potential

differences between a "male” and "female" brain, how might middle schools accommodate

those differences in a proactive way?

Specifically, what can middle schools do to provide opportunities for girls and boys to enhance areas of

strengths throughout all academic and social activity?

What evidence is there to show differences in male / female brains?

Despite differences in the structure of the brains of females and males, there is no conclusive evidence that these differences lead to later differences in educational outcomes. (OECD, 2009 p.9)

It is important to remember that the brains of males and females share greater similarities than differences and that scientists are quick to note there isn’t any evidence to suggest any significant differences in intelligence. (Pendergast & Bahr, 2011 p. 95)

A basic question being asked is whether the differences between male and female brains outweigh the similarities or vice versa. Some researchers report finding more differences within the sexes than between the sexes. (Diamond, 2003)

Why is so much literature focused on the differences

between boys and girlsin the classroom?

Programme for International Student AssessmentEqually Prepared for Life?

How 15 year old boys and girls perform in school

Some key findings include:

• In reading in PISA 2000, females significantly outscored males in all countries.

• In mathematics in PISA 2003, males often outscored females.

• In science overall in PISA 2006, there was no significant difference between males and females in the level of performance.

However, when examining the different science competencies, females were better than males at identifying scientific issues, while males were better at explaining phenomena scientifically.

OECD (2009)

NAPLAN – Qld results

Gender differences• The following graph shows that in spelling, writing and grammar

and punctuation the girls’ results were better than the boys’ with the girls generallyperforming at the nationalaverage except at the Year 3 level. The gap in reading is not nearly as significant, while the boys have a slight edge in numeracy overall and areclose to the national average

Ministerial Council on Education, Employment, Training and Youth Affairs (2008)

Statistics retrieved from the Australian Bureau

of Statistics1984 - 2010

ABS (2011)

Gender• Sex refers to biological differences; chromosomes,

hormonal profiles, internal and external sex organs.

• Gender describes the characteristics that a society or culture delineates as masculine or feminine.

Nobelius, 2004

Gender and Stereotypes

From infancy, our culture teaches what it means to be a boy or a girl. From the colour of our clothes to the toys we play with. (Aksu, 2005 p.14)

Gender shaping occurs in advertisements, magazines, and even in childrens’ cartoons.

Nursery Rhymes

What are little boys made of? Frogs and snails And puppy-dogs' tails,

That's what little boys are made of.

What are little girls made of?

Sugar and spice And everything nice, That's what little girls are made of.

A nursery rhyme by Robert Southey

Common Gender Stereotypes

Boys

LoudMessyAthleticActiveMath & Science orientatedNot emotionalNaughtyAggressive

Girls

QuietNeatCleanArtsyEmotionalSubmissiveEnglish orientatedMaternal

What Middle School teachers can do

Teachers need to consider the expectations they have of students of both sexes and adopt strategies to raise the levels of self-confidence and motivation of students in those areas where each are weak. OECD (2009)

Recognise the diversity in the classroom by acknowledging and embracing the understandings

and know-how each diverse learner brings to the learning experience.

Develop strategies based on the Productive Pedagogies

What Middle School teachers can do

In the Middle School classroomPromote a sense of community and mutual respect ie student-teacher and student-student.

• encourage class participation - allow a wait time before choosing someone to answer a question

• Promote cooperative small group work

• Rearrange classroom setting to add to personal connections in classroom

• Acknowledge both men and women’s contributions eg science

• Incorporate the concept of stereotyping through planned activities

Diversity in the classroom

Gender expectations in education

http://bigthink.com/ideas/6064

http://www.youtube.com/watch?v=VZPmXfSc0Rw

Bibliography:

Aksu, B. (2005). Barbie against superman: Gender stereotypes and gender equity in the classroom. Journal of Language and Linguisitic Studies, vol.l1(1), pp. 12-21. Retrieved from the Academic A database.

Australian Bureau of Statistics (2011). Year 7/8 to Year 12 apparent retention rate (a) – 1984-2010. Cat. No. 4102.0. Canberra: Author.

Retrieved March 14, 2011, from Retrieved March 18, 2011, from http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features40Mar+2011

Curriculum Corporation (n.d.). Gender Stereotypes. Retrieved March 20, 2011, from http://www.curriculum.edu.au/verve/_resources/Gender_stereotypes.pdf

Crooks, R and Baur, K. (2010). Our sexuality. Cengage Learning. Retrieved March 24, 2011, from http://books.google.com.au/books?id=MpRnPtmdRVwC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Department of Immigration and Citizenship (2007). Sudanese Community Profile. Retrieved March 25, 2011, from http://www.immi.gov.au/living-in-australia/delivering-assistance/government-programs/settlement-planning/_pdf/community-profile-sudan.pdf

Diamond, M. (2003). Male and Female Brains. Retrieved March 15, 2011, from http://education.jhu.edu/newhorizons/Neurosciences/articles/Male%20and%20Female%20Brains/index.html

Ministerial Council on Education, Training, Employment and Youth Affairs (2008). Analysis of Queensland students’ NAPLAN performance. Retrieved March 20, 2011, from http://www.qsa.qld.edu.au/downloads/early_middle/3579_naplan_performance_rept_08.pdf

Nobelius, A. (2004). What is the Difference between sex and Gender? http://www.med.monash.edu/gendermed/sexandgender.html

OECD (2009). Equally prepared for life? How 15-year-old boys and girls perform in school . Retrieved March 19, 2011, from http://www.oecd.org/dataoecd/59/50/42843625.pdf

Pendergast, D. & Bahr, N. (2011). Teaching middle years : Rethinking curriculum, pedagogy and assessment (2nd ed.). Crows Nest: Allen & Unwin