Instructional Planning for Gender Gaps It is not uncommon to find that female students have more difficulty with subjects that are traditionally associated with males -- such as those pertaining to mathematics and science. Perhaps the most prudent time to account for this disparity in achievement that oftentimes manifests itself in institutions of higher learning in which there are greater amounts of male than female students in math and science classes (the latter of which include chemistry, physics, biology, etc.) is to utilize gender differentiated instruction while students are still in elementary school. Research indicates that even in elementary schools, female students are aware of the stereotype that males are supposed to be good in math and science while they are not (Halpern et al., 2007). Simultaneously, it may be prudent to do the same for male students in critical aspects of language arts and social studies.

One of the fundamental ways that instructors can account for the frequent occurrence in which female students tend to gravitate away from science and mathematics (Shaw, 1925, p. 455) is to make a point to provide examples of concepts that are unambiguously feminine for female students. Even when instructors teach mathematical concepts with the usage of currency and money, the numeric nature of this approach may be perceived as too abstract by some female students. The objective is to utilize examples of concepts in math -- including very basic concepts such as addition and subtraction in the earliest stages of arithmetic -- in such a way that it resonates with female students.

Perhaps a viable means of doing so is to leverage examples that involve interests that are common to girls. These includes various aspects of things that are perceived as cute, such as puppies, kittens and pets, items of clothing and dress (for example berets,...

By explicating mathematical concepts to girls based on their points of interest, instructors have a greater proclivity for galvanizing their interests and captivating them with the subject matter.
Another valuable aspect of instructional planning that is necessary for helping to correct the imbalance of proficient female students in subjects such as math and science is to provide salient examples of female role models in these subjects. Teachers can do so in a number of different ways that affects their lesson planning process. For instance, they can utilize biographies or even female guests who are accomplished scientists, mathematicians, or even just students of higher education that are majoring in some aspect of these subjects. Additionally, teachers can present material that is merely written from a gender neutral perspective in textbooks and classroom handouts in a way that can involve characters or pet animals that are female. The point is to have female students repeatedly see other females involved with math and science as a means of encouraging their own innate abilities in these subjects.

Another facet of instructional planning that teachers should utilize is to tailor content and the projects/activities that surround them to points of interest with students. Doing so does not necessarily require examples that are based on items or subjects of interest to girls, and can instead relate to points of interest for children of either sex. For example, instead of relying on conventional math activities and word problems that "reinforce existing gender stereotypes" (Halpern et al., 2007, p. 31), teachers of elementary school students can present word problems in a context that is both fun and inspiring to children. Doing so may involve…