Differences in Boys and Girls' Achievements in the Classroom - Coursework Example

Gender Gaps and Social Class: Differences in Boys and Girls Achievements in the Classroom Introduction Several studies have shown and analyzed the difference between boys and girls when learning new materials within an educational system. The studies have shown that boys tend to score lower than girls on most topics. There are noted differences where boys score higher, such as science, technology and math. However, the generalized scores that have been analyzed provide detail into the difference between genders when taking standardized tests and when performing at a specific level within an educational setting. While most may believe that the difference in performance is one linked directly to gender with differences between boys and girls, other findings would indicate that this is a secondary factor. An issue that is more pertinent to the failure of boy’s within the classroom is related to class. The way in which boys perform as well as the concepts that are associated with this failure indicate that the cognitive development and environmental surrounding is linked directly to the class division and the identity that boys hold within this role. Difference in Education between Boys and Girls There are several key indicators that provide details on the performance of boys and girls and how well they perform. In 2004, a study was given over a group of children to identify different levels of performance. The study was divided into three groups, all which were defined by educational level. Overall, girls performed better in school at each educational level. However, it was also found that at stage 1, both girls and boys had the same educational relations and scored at an average of 8%. By stage 2 the gap increased to 11% and by stage 3 the gap was at 13% with boys performing substantially lower than girls by this point. It was found that girls progressed better in areas of English, math and science; however, boys did not have as wide of a gap in math and science subjects as in English (GCSE, 2004). The main question that was asked with this widened gap was based on how the differences were created between girls and boys at the different stages. Many believe that the course curriculum is one that is geared toward gender differences, which includes cognitive and traditional approaches toward teaching. For instance, girls will often score higher on tasks that are open ended and process based. Boys will score better on multiple choice questions and have a different relation to the assignments that don’t require as much reading or writing. It is also noted that boys will score better with interactive styles, specifically with engaging activities that provide more activity. When this is combined with interactions such as tutoring, it creates a substantial difference in the achievement for boys learning. The gender gap that is presented is not only related to the basic scores, but moves into the learning styles and response systems that both boys and girls have at each of the levels. This particular gap is one that is internationally recognized; however, since the 1980s, it has begun to change with a smaller gap between both genders (GCSE, 2004). Gender and Class Issues Many that have looked at the statistics will assume that there is a direct correlation between gender and learning styles. Since the learning styles produce different results for girls and boys dependent on cognitive development and curriculum, it may also be assumed that there is a direct relationship to the way in which both boys and girls learn. However, there is other evidence that points to gender differences being directly related to class and the way in which boys and girls are directed to think, dependent on the gender identity that is withheld in society. Many have found that ideas of masculinity and street culture interfere with school learning and often change the self – esteem toward learning. In the context of the classroom environment are also differences, specifically with noticed differences in school scores when the single – sex classes are provided as this causes less disruption and distraction and helps to build confidence within the different individuals. When intervention is included in this through the teachers, then it also creates stronger results for different tests. The environment that is within the classroom, as well as outside of the main area, can then said to be related to the way in which students achieve results as well as how they grow within different subject areas (Arnot, et al, 1998). Defining Identity from the External Environment It can be said that the differences in class between genders begin with the identity and how boys and girls both relate to the classroom. This is one that begins outside of the classroom and pertains to the class and culture which both boys and girls begin to create as they move through school. The identity that is created from this is specific to the surrounding environment and the way in which both boys and girls begin to develop in accordance to identity. This can best be seen because of the three key stages that boys and girls perform in. In stage 1, both boys and girls perform at the same level. However, the influence of identity and the performances that occur later in the school curriculum begin to widen the gender gap. It can be assumed that this doesn’t relate to differences in gender, but instead to the identity that each of the genders hold when looking at educational development. The concept of identity, when looking at these differences, is one that can be related directly to social class and its relation to daily existence. The identity that is created is one that begins in the environment of the household. As girls and boys begin to move into an educational system, they are also exposed to a different understanding of what the role is of both boys and girls. When examining this, both boys and girls learn what needs to be done in order to survive and to achieve different results within a given society. “Fixing my father, and my mother’s mothering, in time and politics can help show the creation of gender in particular households and in particular familial situations at the same time as it demonstrates the position of men and the social reality represented by them in particular households” (Blair et al, 1995). The creation of gender, as stated by this author, is one that children observe in different households. While this changes historically, there is always a direct relationship to the creation of identity and how this relates to social realities. When looking at the household, it can be assumed that this becomes a microcosm for influencing the identity of children. The result is a presentation of a social reality that both boys and girls begin to relate to and which makes a difference in the academic achievements that begin to persist within the classroom. The family environment that boys and girls live in is one of the ways that gender identity and the gap in education can be said to be created. As both genders learn this in the home environment, they also become exposed to other external and environmental areas which begin to shape identity. The outside environment in which boys are exposed to also creates a learned understanding of what boys need to do in order to achieve a specific identity within the classroom. When among peers, boys will begin to change their identity, specific to what the others are beginning to develop in terms of their own achievement. The identity is one that not only begins to identify how boys relate to others with gender, but also specifically moves into the development in the classroom. Ideas of masculinity, for instance, begin to be presented. When identifying this, most boys will begin to relate to what it means to be a boy and how this corresponds with work, achievement and what is done in the classroom. The underlying attitude in many cultures is that real boys don’t work and should underachieve what is in the classroom. This creates an identity that shows they are a “real boy” and don’t need the achievements to do this. The class continues to divide outside of the classroom with boys that do reach achievements and those that don’t. In most cultures, the boys that do begin to achieve higher grades will not be considered as masculine and will often be outcast of different groups because of the educational identity in which they have created. The context that is developed with boys that do achieve educational standards are as “sissies,” or a girl – like identity. The environment will then create a support of those that are sissies through harassment by other boys. The cultural environment and identity that surrounds the classroom can then be said to be related to gender identity and the gap that is created between both boys and girls (Epstein, et al, 1998). The social class that is divided from an early age among boys not only occurs through the social status that is held outside of the classroom and through families. There are further divisions in achievement through identity as it relates to class structure such as race, income level and alternative demographics. It can be assumed that the surrounding environment and the influence on identity is one that many boys and girls will look to in order to create their own identity. The ratio of blacks, whites and other students will then be developed and classified into a different social status. The racial differences, income levels and other minorities that are in the classroom will also develop a stigma according to what should be learned and how much should be learned. Researchers have found that blacks, for instance, will often achieve less when there are not as many black teachers within the school system. In return, the lack of representation will create a different identity for black students and will change the way that they learn materials, which leads directly to underachievement. This stigma within the surrounding environment and for class relates directly to the complications within the classroom and the underachievement that is related not only to gender but also to social identity (Meier et al, 1989). While many associate the surrounding environment with the way that the standards are created, many others also have found that the changes in gender identity as well as the gap that is linked to this can also be directly associated with the political movements that have occurred. Since 1979, there has been an alteration in the social and political policies that are a part of the educational system. Those that are in politics have demanded a reform to offer education to all, despite social class. In doing so, the curricula of education have been forced to change to reach a specific standard. More importantly, teachers are required to reach the policies and educational reforms in a way that will allow students to achieve at a certain level. While the reform is designed to provide more equal opportunity, the influence on identity and the gender gap can directly relate to the reform. The constraints that are placed on the ideologies within the classroom and the educational policies have influenced the way in which both boys and girls relate to identity. As the intervention of policies continue, so do the influences on gender identity and the way in which both boys and girls relate to their personal identity in relation to the governmental standards that have been implemented (Kassam, Garrett, 2009). Classroom Systems and the Environment The failure of boys in the classroom is not only one that relates directly to the external environment and the identity that boys and girls create among peers as well as in the family. Other issues pertain to the way in which the environment is created within the classroom. This creates more class division among boys and girls and is found to relate directly to the underachievement of boys and the ways in which girls perceive the classroom. Many have found that the reflection in the classroom among teachers is also directly associated with the division of the internal environment. Since the 1960s, boys and girls have been studied for assumptions on learning levels and the cognitive development that both create. The teachers have then built curricula related to the education of diverse societies and what is expected among both boys and girls. However, this creates a sense of division in the classroom and leads to a social identity and gender gap among both girls and boys. Furthermore, there is not the ability to develop a sense of cohesion between both groups. The division that is assumed among teachers then becomes a main proponent of division in class in the classroom. The environment that is set toward this may be leading to the under achievement of boys in the classroom (Tomlinson, 2008). The issues of what are occurring within the classroom not only relate directly to the expectations of teachers, but are also divided according to the social class and the pedagogy that pertains to this. Researchers are finding that the teachers are not only having difficulty in developing curriculum because of the divisions that they are taught, but also because of the relationship to other external factors. This has turned into what is referred to as a social pedagogy. Many of the teachers are finding ways to teach according to the class division. Most are now being taught that to achieve different goals within the classroom, there has to be an understanding of multi-cultural classes and what this means. Teachers are gearing their new curriculum toward the diversity in the class and the divisions in which they are taught, specifically so they can create a proportionate relationship to meeting the political and social standards. While the theories of social pedagogy are designed to create better opportunity for children of different classes, it may also be reflecting in the gender gap in the class. If the pedagogy that is being taught is based on social class and division, then boys may also be taught that they will learn at a certain level, specifically according to the teacher’s curriculum. The underachievement that is defined as a part of the boys learning is directly associated with what teachers are defining first as social pedagogy. The divisions that are immediately placed on the children through the teacher and the environment are teaching both boys and girls to achieve what is necessary at a specific level. The social class is then being influenced not only outside of the classroom, but is being taught directly from the teachers so they can reach specific standards (Kassem, Garratt, 2009). The development of social class within the classroom is one that is not only being seen through the teachers but is also becoming a part of the school room and the expectations placed by administrators and those in the class. There is a specific identity that many are finding in the classroom which is directly associated with how boys and girls learn. The identity is based on the percentage of children that come from multi – cultural backgrounds as well as the ratios of achievement that are being noted among boys and girls. More importantly, resources that are specific to boys and girls are being limited or perceived in specific ways. These all create a different understanding of the expectations between both boys and girls in the classroom. This identity is furthered in schools between educational policies that have to be implemented in the school systems, which are creating more division in the internal environment. This same application, for instance, often applies to the social class between whites and blacks. “The indicator of social class will again be the percentage of white families living below the poverty level. The black – white income ratio previously discussed as a black resources variable will also tap to the social class dimensions of educational policy. A large white lower class will be associated with proportionately more blacks in higher – level ability groups and fewer in lower – level ability groups” (Meier et al, 1989). This quote shows that the proportionate race and classes at these different levels are directly associated with the achievement and the educational policies in the classroom. If there are children that are within the classroom that conform to the educational policies between girls and boys, than the ratio of achievement among boys will be lower with fewer resources moving toward the way that boys are taught within the classroom. An example of how this particular concept is being achieved can be seen directly from the statistics taken between boys and girls. This shows that there is a social pedagogy that identifies with girls more than boys in the classroom. In the study, it was shown that boys and girls are learning differently. Boys are more interactive while girls focus more on problem solving to achieve specific results. This particular cognitive development is one that can relate directly to the external environment and how girls and boys perceive their identity and ability to learn. More importantly, the influence of educational policy and what is expected to be taught and developed within the classroom can create a difference in learning. If boys are expected to achieve different results based on interactions through social pedagogy, then it will make a difference in their achievements. More importantly, when boys are requested to learn a specific way based on the curriculum, which requires a positive or negative reinforcement, then it will change the way that the child learns (Ofsted, 1998). This particular social concept is one that is furthered by looking at the way in which boys will approach the environment of the classroom. In the OFSTED findings, it was noted that the ethos of the school and the policies developed created a difference in the boys and girls achievement. In public schools, where ethos was mainstreamed and didn’t develop encouragement for both genders, then the gap would widen substantially. However, when there was continuous support from teachers, parents and the administrators within the school, then boys and girls would both begin to achieve higher results. It was also noted that teachers who did not focus on the social pedagogy and who had set limits and expectations for all students would often result in higher grade levels for both boys and girls. The performance and achievement can then said to be related directly to the teachers influence over students and the adaptation to social class and the social pedagogy that is included within the classroom (Ofsted, 1998). Conclusion The achievement of educational standards among both boys and girls is one that notes a widened gap between the two genders. Many often state that this is a simple gender difference that creates the division. However, it has been found that a division in social class is creating a widened difference in achievement and is providing a division in the education between both boys and girls. At one level, this division is occurring according to the definitions that are provided in the external environment, such as the home, peer groups and among political policies. The division between genders is also seen within the classroom of the environment, which is creating a social pedagogy among teachers and the educational systems. The several divisions in class that have been created are leading to a sense of underachievement for boys and are continuing to hinder the educational process through a widened gender gap. References GCSE. (2004). Analysis By Gender. Arnot, M., Gray, J., James, M., Rudduck, J. with Duveen, G.(1998) Recent Research on Gender and Educational Performance. London, OFSTED Blair, M., Holland, J. and Sheldon, S.(Eds)(1995) Identity and Diversity: Gender and the Experience of Education. Clevedon: Multilingual Matters Epstein, D., Elwood, J., Hey, V. and Maw, J (1998) 'Failing Boys? Issues in Gender and Achievement' Buckingham: Open University Press;Routledge Kassem, D. and Garratt, D.(eds) (2009) Exploring Key Issues in Education. London, Continuum Meier, Kenneth, Joseph Stewart, Robert England. (1989). ‘Race, Class, and Education: The Politics of Second Class Discrimination.’ Wisconsin: The University of Wisconsin Press. OFSTED. (1998). Boy’s Achievement in Secondary Schools. UK: Ofsted Publications Center. Tomlinson, S.(2008) Race and Education Policy and Politics in Britain. Maidenhead, Open University Press Read More