Gender Discrimination - Essay Example

?Introduction Gender discrimination and gender bias on the basis of sex differences in cognitive abilities has been a social problem since ancient times. Females have been a victim of discriminatory treatment and lack of opportunities in almost every area of life due to the misconceptions and misunderstandings about their abilities. In ancient times, females were considered as weaker and unimportant due to their wrongly perceived biological weakness. Sadly, the scenario has not changed much in the scientifically advanced and modern world of today. This subject is explored in depth by Diane Halpern, a professor of psychology and authority on the scientific study of gender differences. Through her article “Sex, Brains & Hands: Gender Differences in Cognitive Abilities,” she has explained how the sex differences in cognitive abilities are not just because of ‘sex,’ but are also due to the role of ‘preferred hand’ and socio-cultural factors in development of cognitive abilities. With the help of in depth look at different research studies in psychology, sociology, biology and culture, Halpern has done an excellent job in convincing the reader that the sex differences in cognitive abilities are more a part of social and cultural influence than the ‘sex’. The article is an eye opener as it gives an insight on the truth related to the gender studies and also makes the reader realize that accepting the differences as sex related can prove disastrous for healthy development and progress of females. Hence, it sends a strong message that one should keep away from conclusions based on half true stories in media, and should remember that females can be trained to develop equal abilities as males if they are given equal support and opportunities as males are given in the society. Weaknesses of research studies In her article “Sex, Brains & Hands: Gender Differences in Cognitive Abilities,” Halpern has aimed to make the readers aware about the weaknesses in gender related research studies which try to send a wrong message that females are inferior to men in cognitive abilities. She has used different research studies, its results and its drawbacks, as evidence to explain her point of view. Different aspects of the gender studies which Halpern has used to prove her point are discussed below. Unreliability of tests Halpern has referred to the fact that even though there are various studies showing cognitive differences in males and females, there are also various studies which show no differences. According to Halpern, there are various “tests of verbal, visual-spatial and quantitative abilities that show consistent sex differences” (Halpern 5). However, she also draws the reader’s attention to the fact that there are various other tests that fail to show these differences (Halpern 5). This proves that the sex differences in cognitive abilities are not a consistent. Unfortunately, only those studies which have shown sex differences in cognitive abilities are highlighted by the media for public attention. The studies which have proved that there is no difference were not given any space in media. This created a wrong notion that males are superior to females when it comes to cognitive abilities. Halpern later discusses the similar scenario observed in the field of mathematics. Differences in mathematical abilities To explain the sex differences found in mathematical abilities, Halpern has referred to study by Benbow and her colleagues. While referring to the results of this study, which showed great sex difference in ratios in high mathematics scores, she has highlighted the fact that it was not that “there were no girls in the group” who scored high (Halpern 5). It is just that girls were less in number than boys (Halpern 5). This proves that even girls can attain high scores in mathematics (Halpern 5). Sadly, as it happens always, even this study was highlighted in the media in wrong way. All kinds of media sent a wrong message that only boys are good at mathematics. However, Halpern has brought to light one interesting fact about sex and cognitive abilities, and that is the role of ‘preferred hand.’ Strong role of ‘handedness’ Halpern has thrown a light on an interesting finding regarding the role of the preferred hand in the cognitive abilities. She has explained how study by Benbow and her colleagues have found that “young people who are extremely gifted in mathematics are disproportionately left-handed” (Halpern 6). The fact that these findings are consistent and stable since last twenty five years proves that it is extremely reliable. Hence, this finding completely changes the picture, and shifts the focus of sex difference found in cognitive abilities from ‘sex to ‘preferred hand.’ To prove her point, Halpern shifts the reader’s attention to the lower end of cognitive abilities distribution. Problems with males The lower end of cognitive abilities show the problems experienced in different cognitive abilities. Halpern has pointed to the fact that as males outnumber the females in high scores in math, they also outnumber the females in cognitive disabilities. She has revealed the fact that “there are disproportionately more males at the low end of cognitive abilities distribution” (Halpern 6). Categories of learning disabilities, retardation, speech problems like stuttering etc., are overrepresented by males. Interestingly, these problems are found common among people who are left-handed. Similarly, dyslexia is also considered as a male problem as it is found predominantly in males. Also, studies have shown that “moderate dyslexia is five times more likely to occur in males than in females while severe dyslexia is ten times more likely to occur in males than in females” (Halpern 6). It is important to note that dyslexia is more common among left-handed people. This makes one to think that cognitive abilities are associated more with the ‘left-handedness’ than with the sex of a person. Halpern has shown that there is a strong association between the left-handedness of a person and cognitive abilities. Moreover, the fact that males outnumber females not just in high scores in mathematics, but also in cognitive disabilities, shows that females are not inferior to males. It is just that they are ‘different’. Men and women excel in different abilities Halpern points to the fact that males and females differ in cognitive tasks due to the underlying cognitive process. Males and females have different cognitive abilities as their underlying cognitive process and thinking is different. For example, the tasks which involve the underlying cognitive process of rapid access to and retrieval of information in memory are performed with high efficiency by females (Halpern 9). On the other hand, males excel in the tasks which involve the underlying cognitive process of manipulating and maintaining a mental representation (Halpern 9). This proves that there are some tasks which are performed better by females than males while there are other tasks which are performed better by males than females. Hence, sex differences in cognitive abilities do not imply superiority of males but only implies the ‘difference’ in their abilities. Moreover, Halpern has gone beyond this and has stated that these differences are not due to sex but are due to socio-cultural influences. Socio- cultural factors The role of the socio-cultural factors in sex differences in cognitive abilities becomes evident when the data of different countries having different socio-economic conditions is compared. Halpern has focused on the fact that virtually every investigation has shown the effects of culture on the sex differences in cognitive abilities (Halpern 9). She has proved how culturally determined factors like “sex roles, expectations, and learning histories, which include the kinds of toys we are given as children and the adult roles to which we aspire,” influence the cognitive development in male and female child (Halpern 9). The role of ethnicity is also strengthened by the fact that “in the United States more than two-thirds of all the bachelors degrees and 80% of the doctorates in mathematics are earned by Asian and white males.” (Halpern 13). This proves that biological theories, which say that hormones in males are responsible for their cognitive abilities, are wrong because if it was true, then males from all the ethnic background would have shown equal cognitive abilities. However, it is not so. Males from minority ethnic groups in higher mathematics and in the sciences are scarce in number (Halpern 13). This proves that biological theories are weak in explaining the sex differences in cognitive abilities. Hence, Halpern views that the culture and the society in which males or females are brought up matters when considering the differences in their cognitive abilities. The fact that it is the parental attitude, and not the ability, that decides whether the girls take higher mathematics or not, proves that girls can be trained to perform equal to men in mathematics (Halpern 14). Hence, Halpern views that educators and parents should take the responsibility of not getting influenced by half true stories regarding the sex differences in cognitive abilities, and should take efforts in encouraging girls in developing the abilities, which are considered ‘male abilities’. Conclusion The above discussion proves that Halpern, by approaching the subject of ‘sex differences in cognitive abilities’ openly, and by taking into consideration all the aspects of gender differences rather than ignoring them, has presented the debate in an unbiased way. Moreover, by looking at the problem of gender differences through scientific, cultural, biological and social angle, she has covered all the possible aspects that are responsible for the differences in the cognitive abilities of males and females. Hence, by maintaining a mature balance and unbiased approach, Halpern has become successful in revealing the truth behind the gender differences. Moreover, by accepting the fact that there are sex differences in cognitive abilities, and at the same time, showing that there are abilities where females outperform males, she has not only rejected an ‘extreme’ determinist position, but has also explained how and why it is wrong to develop an ‘extreme’ determinist view regarding sex differences in cognitive abilities. Work Cited Halpern, Diane. “Sex, Brains & Hands: Gender Differences in Cognitive Abilities.” Skeptic 2.3 (1993): 96–103. Print. Read More