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Gender Differences (Summary (Boys in general worse than girls academically…

- - - - Boys in the UK outperform girls inmates by an average of 12 points
      - But the biggest gaps are among the best-performing students
      - Best performing = most likely to be a boy
    - - Culture
      - Type of test - e.g.. change in assessment Olevels>GCSE
      - History
    - - Cog sex differences
      - M = more focused on objects from the beginning life therefore predisposed to better learning about mechanical systems
      - M = Profile of spatial + numerical abilities producing greater aptitude for maths
      - M = more variable in cog abilites and therefore predominate at upper reaches of mathematical talent
      - Fails to support
      - Evidence that math/science reasoning develop form biologically based cog capacities that m/f share
      - Therefore equal capacities to develop
  - - - Confidence, focuses, empathy
      - Women make up 14.4% of STEM occupations
      - Lacking role models
      - Engagement in science areas = much lower
      - Gender differences in interests?
        
        Su, Rounds + Armstrong (2009)
        
        Men prefer working with things (82%)
        
        Women prefer working with people (75%)
        
        Men show stronger "realistic" and "investigative" interests
        
        Women show stronger "strict", "social" and "conventional" interests
        
        Ceci + Williams (2010)
        
        Women still underrepresented in fields requiring intense mathematics
        
        3 Explanations - M-F mathematical + spatial ability gaps, Sex discrimination, Sex differences in career preferences + lifestyle choices
        
        Combination of interrelated factors - preferences + choices (fully/constrained) = most sig
        
        Gender typed toy preferences
        
        Socialisation
        
        Parent-child conversations with their children
        
        Crowley et al (2001)
        
        Young children's everyday scientific thinking - parent/child interactions
        
        Naturally occurring family conversations
        
        3x more likely to explain science to boys
        
        Different in explanation despite equally likely to explain how to use exhibits, or evidence generated by exhbitis
        
        Parents engage in informal science activities with children = unintentionally contribute to gender gap
        
        Tenenbaum + Leaper (2003)
        
        Family on context for gender typing
        
        No child gender or grade level differences in children's science-related grades, self-efficacy, or interest
        
        Believe science was less interesting/more difficult for daughters
        
        Parent beliefs predict children's interest/self-efficacy
        
        Fathers = more cognitive demanding speech with sons than daugthers
    - - Response/behaviour of those around
      - Spencer, Steele & Quinn (1999)
        
        Stereotype threat
        
        Negative stereotypes can affect the performance of those to whom stereotype threat applies
        
        Baseline gender differences - same on easy task, men out perform on difficult task
        
        No threat = no differences, Stereotype threat = men out perform
      - Stereotype threat in children
        
        Girls susceptible to stereotype threat at age 10 (Muzzatti & Agnoli, 2007)
        
        Even if girls deny the stereotype, stereotype threat still occurs (Huguet + Regner, 2009)
        
        Flore + Wicherts (2014)
        
        Meta-analysis suggests that there is a sig stereotype threat for girls
        
        For women + maths - sub pop of children + adolescents
        
        No moderator variables are sig
        
        Publication bias? only publish articles where we find a difference
- - - - School requires verbal ability
      - Girls = encouraged to talk/write/read > emotions
      - Boys = encouraged to participate in physical activites
      - GCSE English, 77.5% of girls made the expected progress, compared to 65.9% of boys
      - Ceci + Williams (2010): women much more likely to have stronger verbal skills
      - Overall gender gap could be driven by performance in English (Burgess et al, 2004) - Biggest in poorer achievers
      - Biggest differences (if any) are in verbal fluency (being able to verbalise ideas/thoughts) (Hyde, 2014)
    - - Response/feedback
      - Female teachers not providing role models?
        
        More females in primary school
        
        No clear evidence for effect of gender of teacher on pupils (Carrington et al, 2008) - Style of teaching rather than gender
      - Boys unfairly disadvantaged by coursework?
        
        Boy do perform worse, but does not explain size of gap (IDs)
        
        If female shave advantage in verbal fluency + writing then expect them to do better
      - Differences - work approaches
        
        Duckworth + Seligman, 2006
        
        8th grade - Girls more self-disciplined than boys, delay of gratification + ratings
        
        Socialisation - e.g. girls sitting quietly with book
        
        Lead to female advantage in overall achievement
        
        Girls = higher grades in school in major subjects, however do not put perform in achievement/IQ scores
        
        Explanation - tests favour boys, girls self-disciplined which is more relevant to report card grades
        
        Girls = higher grades, only little better on achievement test, worse IQ
        
        Bys more disruptive in class + girls hold more mastery over performance goals (Kenney-Benson et al, 2006) - Mixed classes = benefical for boys > more focused on task
        
        Differences in how boys spend time out of school - PISA data shows boys more likely to play video games; less likely to do homework; less likely to read for enjoyment
        
        Girls = mastery goals, Boys = performance goals - outcome focused
  - - - Girls out perform boys in 70% of countries around the world
      - Sex differences in educational achievement are not reliably linked to gender equality
      - Correlations between achievement + gender equality are inconsistent over time
    - - Underachievement in boys + particular ethnic groups = major educational challenge
      - Black caribbean, black african, while UK - born boys
- - - - Large cohort study
      - Effects of social class, ethnicity and gender on GCSE performance
      - Found that gender difference were small - social class and ethnicity had more impact
      - However, only 10% of variance explained by all three variables
      - Suggests that educational interviews need to be individually tailored to the classes/schools - target individual rather than group