Gender in Teaching

Gender in Teaching

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MAJOR ISSUES FEMALES ENCOUNTER REGARDING ACADEMICS

• Girls tend to perform better or equal to boys in nearly all standardized psychological well-being and attainment measures. Still, they fall behind boys later, which is evident during high school or college graduation (Kauchak and Paul 89).
• Girls are not as confident as boys when it comes to math abilities.
• Girls tend to lag behind men in conventionally male college majors like computer science, mathematics, engineering, and physics.

MAJOR ISSUES MALES ENCOUNTER REGARDING ACADEMICS

• Boys have a higher likelihood of being categorized as special needs learners.
• Boys tend to have the majority of failing scores.
• Boys tend to attain lower than girls regarding direct and indirect reading and writing measures (Kauchak and Paul 89).

THINGS TO MAKE BOTH GENDERS SUCCESSFUL IN THE CLASSROOM

One of the things that I will do to help both genders succeed is to create an environment where boys and girls are inspired, questioned, and reinforced. I chose this approach because of the power that inspiration and having all learners believe in themselves can have on attainment. Typically, girls need to think that they can perform outstandingly in math. The same applies to boys when it comes to languages. Besides, Koch states that creating a gender-equitable learning setting is vital in reducing gender bias (261). Another strategy is having both girls and boys work on the same projects. For example, involving girls in engineering projects can help them succeed. This will help girls know they are equipped to work in male-designed careers. The third strategy is not utilizing gender to group students. This will help learners work together without the aspect of gender. When educators use mixed-gender learning groups for class projects, this gives a dominant opportunity for meaningful debates regarding gender-based outlooks and, at the same time, supports inclusion, equity, and team attainment (Ryan and Keith 1).

Works Cited

Kauchak, Don, and Paul, Eggen. Introduction to teaching: Becoming a professional. Pearson, 2015.

Koch, Janice. “Gender issues in the classroom.” Handbook of Psychology 7 (2003): 259-281.

Ryan, Katherine C., and Keith G. Dayton. “In Their Own Words: A Classroom Exercise to Expose Gender Bias in Student Teams.” Management Teaching Review (2022): 23792981221104080.

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InTASC Core Teaching Standard 2: Learner Differences

This activity aims to help you become more aware of ways to help both boys and girls succeed in your classroom.

1. Using the text as a resource, list three significant problems/issues females encounter regarding academic/classroom performance. (3 points)
2. Using the text as a resource, list three significant problems/issues males encounter regarding academic/classroom performance. (3 points)
3. Then, compose a response and discuss three specific things you can do to ensure that you will help both genders succeed in your classroom. “Discuss” means that I want you to tell me about what you chose – why you chose it – and how you think it will help to improve gender bias in your classroom and school. (9 points)