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scientificamerican.com/article.cfm?id=girl-brain-boy-brain&page=3
This article takes a number of academic studies and syntheizes into a more popular explanation and format. The author acknowledges that there are verified physical and morphiological differences between the male and female brain, but also strongly suggests that these are predispositions, and it is the experience and social/cultural expectations that help male and female behaviors become dominant.
Murphy and Gipps. (1996). Equity in the Classroom: Towards Effective Pedagogy for Girls and Boys. London: Falmer Press.
This book takes a global perspective in assessing gender difference in the school system, finding that traditionally, girls have more limited opportunities, but tend to outperform boys both socially and intellectually. Because this is global in scope, it has a broader socio-cultural approach and shows how traditional values within a culture often contribute to a widening of the gender gap in school.
Wood, Murko and Nopoulos. (2008). Ventral Frontal Cortex in Children. Social Cognitive and Affective Neuroscience, 3(2), 168-76.
Scholarly article written for the neurological professional. Shows that through investigation there are actual size and performance differences between the male and female brain that manifest in the ability...
(1992, June). Retrieved November 2010, from American Association of University Women: http://www.aauw.org/learn/research/upload/hssg.pdf
Antrobus, P. (2006). Gender Equality in the New Millennium: Goal or Gimmick? The Caribbean Quarterly, 52(2/3), 39-47.
Eliot, L. (2009, Septmber 8). Girl Brain, Boy Brain? Retrieved November 2010, from Scientific American: http://www.scientificamerican.com/article.cfm?id=girl-brain-boy-brain&page=3
Izard, Schultz and Ackerman. (April 1997). Emotion Knowledge, Social Competence and Behavior Problems. Society for Research on Child Development. Washington DC.
Kindlon and Thompson. (2000). Raising Cain. New York: Random House.
Mulrine, a. (2001, July 30). Are Boys the Weaker Sex? U.S. News and World Report, pp. 40-48.
Murphy and Gipps. (1996). Equity in the Classroom: Towards Effective Pedagogy for Girls and Boys. London: Falmer Press.
Sadker, S. (1994). Failing at Fairness: How Our Schools Cheat Girls. New York: Simon and Schuster.
Wood, Murko and Nopoulos. (2008). Ventral Frontal Cortex in Children. Social Cognitive and Affective Neuroscience, 3(2), 168-76.
Murphy and Gipps. (1996). Equity in the Classroom: Towards Effective Pedagogy for Girls and Boys. London: Falmer Press.
Sadker, S. (1994). Failing at Fairness: How Our Schools Cheat Girls. New York: Simon and Schuster.
Wood, Murko and Nopoulos. (2008). Ventral Frontal Cortex in Children. Social Cognitive and Affective Neuroscience, 3(2), 168-76.
Juvonen et al., (2004) explains that a teachers in depth understanding of mathematics in particular is extremely important in middle school. The authors also point out that learning more difficult math in the eighth grade such as math is imports because 8th grade students who take algebra are more likely to apply to college than those that don't (Atanda, 1999). In addition the authors insists that when middle school
Gender Role Analysis How Gender is Shaped by Education How Gender is Shaped by Public Policy How Gender is Shaped in the Workplace This report discusses the role played by social institutions such as schools, workplaces and policy making institutions in the shaping of gender roles and norms in society. These institutions hold control over desired resources such as information, wealth and social progress. They control the distribution of these resources by making it
Gender and sexuality are very important for activists, practitioners and policymakers. Gender and sexuality have a big significance in people's lives in today's society. Sexuality encompasses gender roles and identities, sex and sexual orientation, intimacy, reproduction, pleasure and eroticism. Its expression can be found in behaviors, thoughts, roles, relationships, values, attitudes, desires and fantasies. While all these expressions characterize sexuality, an individual may not express or experience all of them.
Behavior and Bias in Access Two-thirds of all students receiving special education in the United States are boys and gender-based behavioral differences and gender bias are behind it (Rousso, 2003). Girls need to show more significant levels of disability than boys to receive service. When they do, they are assigned to more restrictive educational environments than boys. All available data show that women and girls with disabilities do not do as
Gender Equity in Education Taking the Field: Women, Men and Sports (Michael a. Messner) Chapters One, Two, Three & Five Women and men are clearly different, in ways far beyond mere physical composition, as Men are from Mars, Women are from Venus discusses in deep detail. But, the author (Messner, 2002) of Taking the Field: Women, Men and Sports also wonders: where children are from, how children "do gender," how the American Youth
Gender Issues in Physical Education: A Qualitative Analysis of Middle School Performance The purpose of this research proposal is an evaluation of the gender issues and problems that arise in physical education classes in middle school. There is a large body of evidence supporting the notion that though childhood and adolescence are critical times to lay the foundation for physical activity for an individual's lifetime, "too many girls are insufficiently active" (Olasov