Gender differences in educational outcomes and access

Gender and Education

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.

There is not yet a large enough body of evidence to indicate whether genetic or behavioral/gender stereotyping behaviors are more impacting than the other with regard to student achievement. Rather one may conclude that several factors impact a student's achievement. Most studies admittedly report that gender differences in the classroom result from a combination of all of the factors described in this paper.

The research that does exist on the subject of gender and education suggests that educators must work however to minimize behavioral and attitudinal beliefs with regard to gender achievement to allow students the maximal potential for success in the classroom environment.

Analysis of Gender and Education

There is a large body of evidence examining the role of gender and education. Jane Roland Martin, in a presidential address to the Philosophy of Education Society first brought up the concept of a "gender sensitive ideal for education" facilitated much discourse on the subject of gender and education through the early 1990s (Ayim, Diller, Houston, & Morgan, 1996:1). When careful attention is paid to the effects of gender on education, there is much evidence indicating that gender discrimination still exists within society, and that this discrimination permeates all aspects of society including education (Ayim, Diller, Houston & Morgan, 1996).

Men and women face many socially imposed gender roles that stem from "generalized expectations or restrictions" that may influence their behavior and achievement levels in the classroom (Ayim, Dillon, Houston & Morgan, 1996).

This gender differentiation is evident in a study conducted by Alsup and Sprigler (2003) which examines the achievement gap that has existed for some time between girls and boy's mathematical reasoning ability. The study examines the different variables that might influence the achievement difference including spatial ability, personality, problem solving and even stereotyping and teacher beliefs about a student's ability based on their gender (Alsup & Sprigler, 2003).

The results of the study indicate that a gender difference does not exist at the elementary level, suggesting that gender differences begin at the middle school level supporting genetic/hormonal speculations regarding mathematical ability, but further noted that teaching practices, curriculum and learning style can also impact student achievement.

The idea that gender differences in education might be genetically-based is confirmed somewhat in other studies that suggest that some genetic differences might influence achievement in certain areas of education (Zohar, 1998). However, genetic influences only comprise a small portion of the available studies. Many other studies point out the tremendous influence stereotyping has on gender and education, and suggesting that males and females are traditionally assigned certain 'roles' within the classroom which they tend to live up to over time (Ayim, Diller, Houston & Morgan, 1996).

The most common of these beliefs is that males are more adept at mathematical and analytical tasks whereas females are better at achieving 'soft' skills including English, philosophy etc. (Ayim, et. al, 1996).

Conclusions

There is a body of evidence available which suggests that gender differentiation is evident in the classroom. The traditional views that males are more adept at analytical skills and females more adept at 'soft' skills and learning tasks are grounded in many different bodies of research.

Future research need be directed more specifically at the combined effects of genetics, gender role stereotyping and curriculum to determine what specifically if anything might be done to alleviate the gender gap if any that exists with regard to education. As indicated by the research examined, a true gender differentiation appears to begin at about the middle school level rather than at the elementary level. Not enough studies have been conducted to determine the extent to which genetics, teacher attitudes, parental beliefs and other factors might impact these changes.