An analysis of the implication of gender on academic achievements.
Written in 2004; 788 words; 3 sources; MLA; $ 28.95
Paper Summary:
This paper discusses the notion that males and females perform differently in the classroom. The paper contends that the goal of educators should be to minimize the stereotypical belief systems that influence gender achievement and help teachers focus on aiding students, whether male or female, in accomplishing as much as they can and holding everyone, regardless of sex, to the highest standards of achievement in the classroom. Traditional stereotypical beliefs about student achievement based on gender must be abolished in order for success in the classroom to be realized.
From the Paper:
"There are many different theories that exist with regard to gender and education. A majority of these stem from statistical research and analysis which suggest that males and females perform differently in the classroom. Many of the studies that have evolved around gender and education focus on the role of gender stereotyping to explain the performance gap that sometimes exist with regard to educational achievement between males and females (Ayim, Diller, Houston & Morgan, 1996), whereas others focus on scientific analysis of genetic influences on gender differentiation in the classroom (Alsup & Sprigler, 2003; Zohan, 1998). Of the studies that have been conducted, one may conclude simply that many different factors affect achievement for males and females in the classroom."
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