Gender Achievement Gap



The Gender Achievement Gap
Rena Godfrey
Capella University
ED5540 Strategies for Eliminating the Achievement Gap

Quarter & Year: Fall 2013
Email: [e-mail]
Instructor: Marge Zuba, Ed.D.

Gender Achievement Gap

One of the most interesting and actively debated areas in educational research concerns the gender-based achievement gaps in math and science. Despite research efforts and statistical data backing up the notion that girls are falling behind in math and science, there still continues to be significant gender-based achievement gaps that are perpetuated by “insidious gender lessons, micro-inequities…that chip away at girls’ achievement and self-esteem” (Sadker & Sadker, 1994). Research studies shed light on significant decreases in girls’ achievement rates in math and science as early as middle school that continues to decrease into high school. Although the achievement gap in math has declined in recent years (AAUW, 1999), girls consistently score lower on the SAT and ACT than boys do, and the gap does not narrow in college. Researchers struggling to identify the origins of gender differences have examined a range of theories, including biological, environmental, cultural, and cognitive developmental approaches to gender differences.
What is Gender Equity?
Gender equity implies being treated equally fair for both male and female. Gender refers to the social roles of men and women, and boys and girls, as well as the relationships among them, in a given society at a specific time and place. Gender equity is still a major point of discussion in modern-day education circles, although, Title IX, a groundbreaking statute intended to end sex discrimination in education, became the law of the land on June 23, 1972. While most famous for its requirement that schools provide girls with equal athletic opportunities, the law applies to all educational programs that receive federal funding, and to all aspects of a school 's educational system. Title IX benefits both boys and girls and is the lynchpin of 40 years of efforts to promote and establish gender equity in schools. In recent years, the number of public schools separating their students by sex has ballooned, despite mounting evidence that single-sex programs don 't improve academic performance and instead perpetuate sex stereotypes. Gender Equity means “fairness of treatment for women and men, according to their respective needs, including the equal treatment or treatment considered equivalent in terms of rights, benefits, obligations and opportunities”. To ensure fairness, measures must often be put in place to compensate for the historical and social disadvantages that prevent women and men from operating on a level playing field from various sources.
Dismantling of Inequitable Schooling Practices for Male and Female Learners Educators consistently recognized from a result of students’ test scores, grades, discipline referrals; homework completion rates, special education placements, and student enthusiasm, how gender related issues restrict their capacity to achieve school improvement goals.
In review of many sources, there has been documentation of achievement gaps between girls and boys especially in mathematics and reading. According to King, Gurian & Stevens (2010), “Research on gender and education reveals a disconnection between teaching practice and the needs of male and female brains”. Investigating this disturbing claim, King, Gurian & Stevens in their publication, Gender Friendly Schools, states “Boys are in crisis in many academic areas. But to turn things around, schools must implement instruction that is both boy and girl friendly”.
In considering the above research, it reveals the connection of teaching practices and the needs are different for males and females. The Center on Education Policy (2010), mentions disparities between boys and girls in reading and mathematics achievement have long been a concern among educators. My quest as an educator is to craft a set of deliberate action strategies that focus on the dismantling of inequitable schooling practices for male and female learners in a fair and just learning environment. As a Computer Science teacher for grades 9 through 12, it is essential to teach reading across the curriculum to build literacy skills; therefore I will concentrate on increasing the reading skills of my male and female students in my classroom.
After reviewing the past couple of years of school wide data, it was discovered that there was a small gap among males and females in 2012. Nevertheless, this gap in reading shrunk in 2012, but in 2013, females did attain higher scores in reading than males.
Let’s consider how this gap closed. There were numerous instructional strategies implemented during the school year of 2012-3 including: vocabulary building and reading comprehension during daily Seminar, cooperative learning groups, exit tickets, increased students’ reading assignments, differentiation of lessons, project based learning, and lectures accompanied with use of visuals
Saravia-Shore (1992) states that research suggests, for example, that effective instruction acknowledges students ' gender differences and reaffirms their cultural, ethnic, and linguistic heritages. Many effective instructional approaches build on students ' backgrounds to further the development of their abilities. Critically important is recognizing that the use of effective instructional practices as demonstrated by research will improve achievement for all children.
After careful research, I realize there are various pitfalls which hinder students from achieving in the classrooms, with that being said, these are some strategies that my students could benefit: (1) Raise expectations for all students by establishing personal learning plans for all students, (2) Implement monthly system to detect early identification of students who are falling behind or not meeting set goals in PLP, (3) Balance cooperative, collaborative and competitive activities and groups. Research shows that most girls learn more readily in cooperative situations and boys in competitive situations according to Burris & Welner ( 2005) (3) Ask open-ended questions requiring students to use their judgment and form opinions (4) Provide opportunities for students’ to conduct researches (5) De-track and accelerate learning with support (offering a rigorous academic curriculum to all students’) (6) Change the curriculum and the organization of instruction (7) Appeal to students with various learning styles, encourage students to solve problems by multiple methods (8) Use writing to help students express and clarify their feelings and thoughts. (9) Assure everyone has equitable resources in the classroom (10) Include positive reinforcement, rewards, and encouragement. (11) Balance calling on everyone in the class (put students’ names in a box and randomly select them for responsibilities, answers, etc.). (12) Value everyone 's contributions, and treat everyone equal.
In order for other educators to close the gender achievement gap in my school, I would encourage my colleagues in my school to duplicate my ideas and provide professional development training to ensure all educators are aware of how we contribute to the gender achievement gap.
Recent discussions of gender interactions within classrooms have centered on controversial claims that teachers consistently privilege boys over girls (for example, with more positive feedback and helpful questions). However, the literature on student teacher interactions has also focused whether student outcomes differ when a student and teacher share the same gender. Assignment to a same-gender teacher could be educationally relevant for a number of reasons. For example, it could influence student engagement or behavior through role-model effects and stereotype threat. Furthermore, same-gender teachers also may communicate different (and self-fulfilling) expectations to the boys and girls in their classrooms (that is, Pygmalion effects). To further dismantle any prejudice towards my male or female students in my classroom, these strategies will be used and data can be measured and analyzed to see if boys are receiving the same amount of attention as girls and if I am providing opportunities for both male and female, teacher student interaction.
Factors Contributing to the Persistence of Achievement Gaps between Male and Female Learners
There are several factors contributing to the persistence of achievement gaps between male and female learners: While analyzing my classroom data during the past few days, there were a few factors that are believed to have contributed to a persistent achievement gap amongst the male and female learners. The first factor was not allowing 3 to 5 seconds for males and females to formulate answers while male students raised their hands to answer; upon calling on them, they had not formulated an answer. The female students were formulating answers before answering the questions, thereafter, I implemented the 3 to 5 second strategy to see if allowing additional time would give the boys opportunities to formulate answers to questions along with the girls. For all the students who received the additional time to formulate thoughts and answers provided well-thought out answers than those who were not allowed the 3 to 5 seconds to formulate answers. Another factor that may have contributed to an achievement gap, but is not yet verified is learner engagement when modeling materials that use female characters, when making subject matter relevant to students lives, it is important to be aware of gender bias and provide both males and females example when providing materials., according to Evans, Whigham, & Wang (1995) provide nonsexist books and materials.
According to a publication, Gender Friendly, there are a few strategies that benefit both males and females such as pairing learning with movement is especially important for many boys because it helps them stay out of the neural rest (boredom) state. But because it increases brain activity, movement can also help girls learn. Building on visual spatial activities reach a broader spectrum of learners, harness learner strengths, help to stimulate and develop more neural pathways, and help close gaps for both boys and girls for example using cartoons to build writing skills, and/or use videos to create skits. Another strategy revolves around student interests to close opportunity gaps for example stock classroom with sport relevant reading materials from graphic novels, and technical magazines to sports magazines and biographies of football and basketball players for boys. They can be absolutely essential for some learners. I have tried all of these strategies, but was not aware of gender gaps and its impact on student’s achievement and how they learn, with this new knowledge, in my roles as an educator, I will collect data to see if what research claims holds true in my classroom. During my research on gender gap, I realize that educators can facilitate change in closing the achievement gaps. Adult role models are powerful game changers.
Cultural Factors and Discrimination Relates to Inequitable Learning and Academic Achievement Opportunities Cultural factors and discrimination are related to inequitable learning and academic achievement opportunities for both male and female learners. Cultural factors which includes socioeconomic status, environment, are directly related to students’ having fewer educational resources available at schools, home and poor nutrition and limited access to healthcare. Students’ without the proper resources such as textbooks, pencils, access to update libraries, home computers with Internet access, are more likely to lag behind in their studies and lessen the motivation that they may have for school according to Roscigno,V.,Tomaskovic-Devey, D. & Crowley, M. (2006).
The authors’ also share how poor nutrition as well as poor health care is directly related to a student 's socioeconomic status and environment and also causes a student to be less concern with education and more concern with getting a proper meal or feeling better when they are sick. These students do not have great levels of parental involvement in their education. Many of them are from single parent households where the parent works long hours to support the family and is not afforded the benefit of being home to assist their child with his or her studies. These students’ are not encouraged to achieve in school since their parents did not receive a quality education therefore does not understand the benefit of it.
Language barrier is another cultural factor that relates to inequitable learning and academic achievement. Students who parents’ do not speak English and/or have limited English speaking skills, cannot properly assist them with class or homework.
Discrimination is another area that relates to inequitable learning opportunities and academic opportunities. According VanderHart, P. (2006) many students face stereotyping from a very early age in school. These stereotypes create a fear among them that they are being negatively judged which keeps them from achieving in school. This also sets a negative mindset for the child as they progress in school. Sometimes students just stop trying due to negative stereotyping. This also leads to simply giving up on life. They feel that their race cannot achieve because of the discrimination that they are forced to live with, so they stop trying to climb the ladder of success.
VanderHart, P. (2006) also bring up how school funding impact academic learning and inequitable opportunities, for males and females. Minority students from low income families tend to live in areas where the school budgets are significantly less than those in affluent neighborhoods. A majority of school funding comes from homeowner taxes, and lower income neighborhoods pay less in property taxes than more affluent neighborhood. Because of this, in equable resources are available to these students including lower paid, which often times results in less experience teachers, deteriorating school structures, and lack of adequate learning resources and they perform poorly on standardized tests compared to rich school districts. Many have done research on causes of the gender achievement gap, the results range from cultural to biological.
The Root Causes of the Gender Achievement Gap Society 's fundamental interest in fairness and equal opportunity continues to motivate highly contentious debates over the root causes of gender differences in educational outcomes. Much of the heated discussion, both in popular and academic settings, has focused on assessing the relative contributions of biological and environmental determinants. However, there are also pointed disagreements among studies that stress the role of environmental influences. In particular, the so-called "gender wars" have recently offered sharply contrasting images of how interactions with teachers may shape the relative cognitive development and intellectual engagement of boys and girls (AAUW 1992; Sadker and Sadker 1994; and Saltzman 1994).
In the article, Gender Friendly Schools, authors, King, Gurian & Stevens discuss root causes of the gender achievement gap. They believe that structural differences between the male and female brain require different teaching methodologies for different learning styles, which causes the gender gap in education. These authors trust broadly on precise research to authenticate their argument. The authors mention the verbal and graphic differences between boys and girls. Boys’ brains tend to have more cortical areas, mainly in the right hemisphere, wired for spatial/mechanical processing than do girls’ brains; girls’ brains generally have greater cortical emphasis on verbal Processing (Baron-Cohen, 2003), also the frontal lobe development. A girl’s prefrontal cortex is generally more active than a boy’s of the same age, and her frontal lobe generally develops earlier. These are the decision-making areas of the brain, as well as the reading/writing/word production areas (Baron-Cohen, 2003). In neural rest states, boys’ brains tend to go into a more notable rest state than girls’ brains do. Because the brain’s first priority is survival, it scans its environment for information that would alert it to any threat, challenge, or information crucial to its survival. If the classroom is not providing any stimuli that the brain perceives as important, the male brain tends to more quickly slip into a rest. While much of these results are speculative, Gurian and his colleagues argue that “the brain research on gender difference is now so detailed it is no longer possible to responsibly argue that boys and girls learns the same way”. One thing all agree upon is that all students can learn, but how they learn is different. In contradiction to King, Gurian & Stevens, according to McDevitt and Ormrod (2004), in Child Development, biological differences in the brain are subtle and the authors imply that they do not significantly affect educational development. They argue that it is far more likely that boys and girls develop more naturally in math and language arts because of cultural and environmental factors. For example, they explain that boys are generally given more spatially oriented toys, like footballs, blocks, Legos, and models. These objects “require physical manipulations in space” which gives boys practice in imagining “two- or-three dimensional figures and mentally manipulating them.” This practice helps ready their minds and thinking processes for mathematical reasoning and scientific thinking.
Girls, however, are more likely to be given dolls, dishes, plastic food, and board games, which encourage social interaction and verbal communication. Girls are more likely to play “house” where they make-up stories about what is happening in their make-believe worlds with their babies. They practice imagining worlds and mimicking their parents reading and writing activities, like writing a shopping list and reading a magazine. This practice strengthens their phonemic awareness and reading readiness. They are more likely to find interest in stories that are similar to stories they have previously “played”. In the article, Robinson & Lubienski (2010) focus on environmental influences, especially the attitudes of teachers, and their “important role in shaping girls’ and boys’ achievement. Indeed, the fact that math gender gaps vary by time and place indicates the central role that environment and socialization play in the formation of these gaps. They explained that there are probably genetic differences that make it easier for girls to develop reading literacy in first grade or early learning. Then, since girls have been more successful at reading, they are more motivated to read more often, while boys feel discouraged and turn to other pursuits. Nobody enjoys doing something they are not very good at, so the gender gap that is small due to genetics in first grade grows larger, due to the preference of doing things that are easier, as children grow older. In addition, since this early gap has not been remediated or fixed in the early years and has grown throughout the child’s education, teachers and parents develop the belief that boys naturally struggle with reading and that belief is reflected in their attitudes and actions when dealing with students. This is generally a subconscious action, where teachers unintentionally give girls more opportunities to read and answer questions in class because they tend to do better than boys. The authors believe cultural and environmental factors affect the gender achievement gap from early childhood.
I found that both pieces of literature selected on the gender achievement gap, demonstrated degrees of validity, Gurian, Stevens, and King (2010) argue that there are significant differences in brain development between boys and girls that influence the development of reading, writing, and math skills which I strongly believe understanding how boys’ and girls’ learn, would help close the achievement gaps. On the other hand, I am not absolutely certain if environmental and cultural influences the gender achievement gap, but I believe it does affect the achievement gap.
Conclusion
According to multiple sources on the gender achievement-gap, it has been revealed that much of the issue is unequipped teachers. Administrators’ and teachers’ are not aware of the gender achievement gaps. I shared a few strategies with teachers who were unaware of the gender achievement gap, such as female teachers’ are more incline to call on female students’ than male students’ and when expecting students’ to respond to questions, have students’ to wait between 3-5 minute before responding, this allow males to formulate their answer before raising their hands, generally girls formulate their answers then raise their hands, boys do the opposite, they raise their hands before formulating an answer.
As educators, we cannot do much to affect changes in home and family environments; however, we can affect our own perceptions and interaction with students. Male and female brains do develop differently and boys and girls are generally interested in very different things. Teachers can still affect major improvements in learning outcomes to overcome these differences. Gender equity call for teachers and schools to make certain that both boys and girls have the opportunities and instruction they need to progress in all subject to their potential and interests.

References
American Association of University Women. (1992). AAUW Report: How schools shortchange girls. American Association of University Women Foundation. Retrieved on October 12, 2013 from website http://www.ascd.org/publications/educational-leadership/nov04/vol62/num03/With-Boys-and-Girls-in-Mind.aspx
Baron-Cohen, S. (2003). The essential difference: The truth about the male and female brain.
New York: BasicBooks. Retrieved from http://tinyurl.com/6uyd86w
Burris, C., & Welner, G. (2005, November). Closing the achievement gap by detracking. Phi Delta Kappan, 86(8), 594–598.
Center on Education Policy. (2010). Are there differences in achievement between boys and girls? Retrieved on October 12, 2013 from website http://www.cbsnews.com/htdocs/pdf/GenderReportMarch2010.pdf.
Evans, A., Whigham, M., & Wang, C. (1995). The effect of a role model project upon the attitudes of ninth-grade science students. Journal of Research in Science Teaching, 32(2), 195-204.
Gurian, M., & Stevens, K. (2004). With boys and girls in mind. Retrieved on October 11, 2013 from website:http://www.ascd.org/publications/educational-leadership/nov04/vol62/num03/With-Boys-and-Girls-in-Mind.aspx
King, K., Gurian, M., & Steven, K. (2010). Gender friendly school. Retrieved on October 11, 2013 from website http://tinyurl.com/m6tlhpc
McDevitt, M. & Ormrod, E. (2004). Child development: Educating and working with children and adolescents. 2nd ed. Upper Saddle River, New Jersey: Pearson-Merrill-Prentice Hall.
Robinson, J. P. and Lubienski, S. T. (2010). “The development of gender achievement gaps in mathematics and reading during elementary and middle school: Examing direct cognitive assessments and teacher ratings. American Educational Research Journal. 48:268 originally published online 7 June 2010. DOI 10.3102/0002831210372249.
Roscigno,V.,Tomaskovic-Devey, D. & Crowley, M. (2006). Education and the inequalities of place. Social Forces. Volume 84, Number 4, pp. 2121-2145 | 10.1353/sof.2006.0108.
Sadker, M. & Sadker, D. (1994). Failing at fairness: How our schools cheat girls.
(pp.14, 124-125) New York, New York: Touchstone. Saltzman, A. (1994). "Myth or fact? Do teachers and schools favor boys to girls ' detriment as some studies seem to show? Are single sex schools the only answer?
U.S. News and World Report, November 6, page 4. Retrieved on October 13, 2013 from website http://faculty.smu.edu/Millimet/classes/eco7321/papers/dee02.pdf
Saravia-Shore, M., & Arvizu, S. F. (Eds.). (1992). Cross-cultural literacy: Ethnographies of communication in multiethnic classrooms. New York: Garland.
VanderHart, P. (2006). Why do some schools group by ability? American Journal of Economics and Sociology. Volume 65, Issue 2, pages 435-462.

References: American Association of University Women. (1992). AAUW Report: How schools shortchange girls Baron-Cohen, S. (2003). The essential difference: The truth about the male and female brain. New York: BasicBooks Burris, C., & Welner, G. (2005, November). Closing the achievement gap by detracking. Phi Delta Kappan, 86(8), 594–598. Center on Education Policy. (2010). Are there differences in achievement between boys and girls? Retrieved on October 12, 2013 from website http://www.cbsnews.com/htdocs/pdf/GenderReportMarch2010.pdf. Evans, A., Whigham, M., & Wang, C. (1995). The effect of a role model project upon the attitudes of ninth-grade science students Gurian, M., & Stevens, K. (2004). With boys and girls in mind. Retrieved on October 11, 2013 from website:http://www.ascd.org/publications/educational-leadership/nov04/vol62/num03/With-Boys-and-Girls-in-Mind.aspx  King, K., Gurian, M., & Steven, K. (2010). Gender friendly school. Retrieved on October 11, 2013 from website http://tinyurl.com/m6tlhpc McDevitt, M. & Ormrod, E. (2004).  Child development: Educating and working with children and adolescents. 2nd ed Roscigno,V.,Tomaskovic-Devey, D. & Crowley, M. (2006). Education and the inequalities of place Sadker, M. & Sadker, D. (1994). Failing at fairness: How our schools cheat girls. (pp.14, 124-125) New York, New York: Touchstone Saltzman, A. (1994). "Myth or fact? Do teachers and schools favor boys to girls ' detriment as some studies seem to show? Are single sex schools the only answer? U.S. News and World Report, November 6, page 4. Retrieved on October 13, 2013 from website http://faculty.smu.edu/Millimet/classes/eco7321/papers/dee02.pdf Saravia-Shore, M., & Arvizu, S VanderHart, P. (2006). Why do some schools group by ability? American Journal of Economics and Sociology