Throughout the course of history, society has been predominantly focused on the needs and actions of men. This issue became such pertinent problem that in the 1970s women from all across the United States began a campaign to advance their rights. While this campaign clearly elucidated the gaps that had been created as a result of focusing on men, it also brought to light an important issue that remains an integral part of research and education: women are notably different from men. While the physical similarities are obvious, what was not evident until this time period was the fact that women had numerous physiological differences that made them respond and react differently to a wide range of physical and psychological stimuli.
[...] What this effectively suggests is that girls simply need a balance of equality in the classroom to be successful. Personal Observations In my personal observations of girls and boys in the classroom, I have noted that boys are typically more boisterous and girls are often more reserved and quite. Boys are fidgety and will often yell out answers when they get excited. Girls, even when excited appear to want to follow the rules of etiquette that have been established in the classroom. [...]
[...] When this information is compared to the data collected with respect to differences in social interaction between males and females, a general pattern of female (and male) behavior begins to take shape. Girls prefer to avoid conflict and engage in conversations that enable them to better understand both the subject and the relationship of the subject to the group (Schwartz & Hanson, 1992). The question and answer format that has been developed in most schools is clearly designed to meet the needs of the male learner. [...]
[...] Schwartz and Hanson (1992) in their review of the most significant problems facing girls in the classroom make a number of pertinent observations. For instance, these authors argue that, “Achievement expectations for females in some subjects are usually lower, as they are for members of certain racial and ethnic groups and for poor students” (p. 1). The social stereotypes about males and females that have been hegemonized in mainstream culture appear to dictate how girls and boys are viewed in the classroom. [...]
[...] History of Girls in the Classroom A review of what has been written about the historical development of education in the classroom reveals that there were once notable disparities between girls and boys in education. For instance Banks and Banks (2004) report that in colonial times, education of America's girls was so limited that less than one-third of the women in colonial America could sign their name: (p. 136). These authors go on to further note that, until the 1970s and 1980s did they win the right to be admitted to previously all-male Ivy League colleges and universities, and not until the 1990s did they breach the walls of the Citadel and the Virginia Military Institute” (p. [...]
[...] Hoboken: John Wiley & Sons. Farenga, S.J., & Joyce, B.A. (1999). Intentions of young students to enroll in science courses in the future: An examination of gender differences. Science Education, 55-75. Gavin, M., & Reis, S.M. (2003). Helping teachers to encourage talented girls in mathematics. Gifted Child Today Magazine, 32-46. General demographic characteristics. (2004). US Census Bureau. Accessed March at: http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=01000US&- qr_name=ACS_2004_EST_G00_DP1&-ds_name=ACS_2004_EST_G00_&-_lang=en&-_sse=on. Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits [...]
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