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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...
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.
One thing is clear; the purpose of educators and education should be to maximize the potential for student achievement, learning and success in the classroom regardless of gender.
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.
References
Alsup, J.K & Sprigler, D.N. (2003). "An analysis of gender and the mathematical reasoning ability sub-skill of analysis-synthesis." Education, 123(4): 763
Ayim, M., Diller, a., Houston, B., & Morgan, K.P. (1996). "The gender question in education: Theory, pedagogy, and politics." Boulder: Westview Press.
Zohar, a.H. (1998). "Individual differences in some special abilities are genetically influenced." Behavioral and Brain Sciences, 21(3): 431-432
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