Gender Differences

Paper Summary:

This paper discusses the issue of treating boys and girls equally in the classroom. The paper reports that no significant differences were found in terms of their successes and failures. The paper goes on to discuss however, how boys and girls behave differently within the classroom.

From the Paper:

"Voyles and Williams (2005) studied how fourth- through sixth-grade students in a technology course who were learning how to build and computer program Lego robots perceived their accomplishments. The authors found no significant differences in the girls' and boys' estimations of their day-to-day achievement or in attributions for their successes or failures. However, the girls' and boys' behavior during the course was significantly different from one another. The girls asked the teachers more questions and made fewer self-positive statements. They concluded that teachers need to be aware of such differences in gender and take them into consideration during their instruction."

Sample of Sources Used:

• Gurian, M. & Stevens, K. (2004) With Boys and Girls in Mind. Educational Leadership 62(3) 21-27.
• Hum, S. (2002) Performing Gendered Identities: A Small-Group Collaboration in a Computer-Mediated Classroom Interaction. JCT. 18(2). [electronic version]
• Jones, S.M. & Dindia, K. (2004). Meta-Anaytic Perspective on Sex Equity in the Classroom. Review of Educational Research. 74(4): 443-471.
• Spencer, R., Porche, M.V., & Tolman, D.L. (2003) We've Come a Long Way--Maybe: New Challenges for Gender Equity in Education. Teachers College Record 105(9): 1774-1807.
• Wood, J.G., & Benton, S.L. (2005) Attributional Responses to Students With Attention-Deficit-Hyperactivity Disorder Who Fail. Teacher Education and Special Education 28(3/4): 153-62.

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