Gender Differences: Pinker and Spelke Debate - Essay Example

? Gender Differences Gender Differences Pinker and Spelke Debate Although the views of Pinker and Spelke complement at some point, they as well contradict in other areas. Through a debate, the differences observed in women and men were analyzed. This debate explored biological factors and environmental factors, which influence the observable differences that we see in women and men. Pinker and Spelke agree that biological factor influence the observable differences in sexes. For instance, Pinker has mentioned a difference that exists in sex hormones during the prenatal stages of human development. These hormones influence the behavioral differences observed in different sexes (Plotnik & Kouyoumdjian, 2010). Further, Pinker and Spelke contend that human mind interpret issues in the society differently depending on the environmental factors. The predisposed influences that result from environmental set up shape the preferences of individuals. In the debate, Pinker argues that preferences can explain the differences observed in Harvard School of Mathematics. On the same note, Spilke argues that variance in number of women taking on a particular course can be attributed to personal attitude. Pinker and Spilke assert that sex differences biologically occur in different animals. Pinker uses the example of differences in sexes observed in the animal world to clarify his points. He points on factors such as aggression, which male or female animals show in different magnitudes. While pointing on sex differences that exist between women and men, Spilke disagrees with the argument that male infants show differences in learning objects. During infant stage, children learn through teaching objects, which they see. Many psychologists believe that at this stage, infants exhibit similar learning skills irrespective of their gender differences (Jordan-Young, 2010). However, other psychologists, for instance, Halpern (2000) link sex differences to hormonal differences that exist in females and males. Spilke and Pinker disagree on social forces and genetic differences that explain why the number of women in the mathematics faculty is less compared to men. Spilke argues that social factors as opposed to intrinsic factors influence the number of women in the mathematics faculty. She believes that systems responsible for mathematical reasoning in females and males are primarily the same. However, she argues that women and men would show different approaches to mathematical problems when subjected to timed test. This statement explains the role of biological differences in gender roles. Largely, this statement supports Pinker’s argument that biological ability influences the choices that females and men would make concerning a certain problem. Pinker argues that sex differences appear at early stages of child development while Spilke argues that sex differences appear at later stages. Psychologically, differences in sexes appear at early stages of development because of the hormonal differences that exist between female and male (Moe, 2009). Scientifically, male have Y-chromosomes which are responsible for the male characteristics while female have X- chromosomes which are responsible for their feminine nature (Spencer, et. al., 1999). In this discussion, it is apparent that Pinker and Spilke developed some common ground for argument. Social factors such as choice of what to do, or what not to do, tend to be the answer to the reason why women are a few in the faculty of mathematics (Spelke, 2005). I wish to point out that the discussion addressed issues, which are observable in our daily lives. It is notable that hormonal differences cited in this discussion explain biological differences that we observe in human gender. On the other hand, social factors such as exposure to an object would influence learning ability of an individual. Psychologists have noted that learning is a repeated process, which occur due to individual exposure to an object, thus, influencing interpretation given to the object (Hayward, 2003). Evaluation of evidence that men perform better in mathematics and science than women Survey in many institutions of higher education indicates that men dominate mathematics and science faculty. This unequal representation has forced researchers to carry out scientific researches on the role of biological and social factors in influencing the number of females and males in different faculties (Moe, 2009). Mental Rotation Test (MRT) shows clear differences that exist between female and male in terms of their mental abilities. The test results of MRT indicate that women and men do not differ in the cognitive abilities, but the differences occur in sex-based characteristics (Jordan-Young, 2010). This finding indicates that females are likely to experience motivation drop, which explains the differences in performance in mathematics and sciences. It is arguable that science and mathematics require a motivated attitude, which increases with the complexity of the subject. Since motivation attitude differs between females and males, it is probable that a few women would go for sciences and mathematics in post-secondary institutions (Spelke, (2005). Social factors such as positive attitude influence performance of women and men in mathematics and sciences. It is evident from MRT research that performance could increase when a positive male or female takes objective approach towards taking mathematics and sciences. This finding refutes the notion that men perform better in mathematics and sciences. Psychosocial effects shape an individual attitude towards performing a given role or subject in the society (Teese et.al. 2007). Largely, scientific research on human mental ability does not indicate men can perform better than women. Instead, it indicates that sexual differences occur due to differences in hormonal characteristics in human body (Miller, et.al.2009). In addition, it argues that sex characteristics influence social activities as portrayed in women and men performance to them. Psychological research indicates that men and women respond differently to instructions (Shavinina, 2007). Result of instructions given to female and male indicate that male could improve their performance while working under pressure. In contrast, women do not show a great improvement in response when under pressure. This argument would probably explain the reason why men dominate sciences. However, motivational factors play a great role in performance. It is arguable that people tend to evaluate factors that motivate their performance. In many cases, performance based on motivation indicates a positive response in both females and males. Research on social factors indicates that environment shapes an individual’s attitude. Human mind responds differently to issues because of the social environmental factors that shape human behavior (Quinn and Liben, 2008). Psychologists have observed that instructions influence individuals differently (Ceci & Williams, 2009). It is arguable that individual response to objects and instructions highly depend on environment during the earlier stages of human development. Different expectations from results would lead to different results observed in female and male performance. From my perspective, I feel that male domination in science and mathematics faculty is not because of male cognitive superiority, but rather social factors, which influences an individual’s life. The research result has indicated similar performance of women and male in terms of mental abilities (Gallagher & Kaufman, 2005). I believe that social factors, which influence instructions offered to individuals at early stages in life, influence female in developing attitude in pursuing sciences and mathematics faculties at post secondary level. However, it is important to note that men have shown different characteristics in MRT, which clearly explains gender roles as assumed by men in the society. It is apparent that biological differences that exist between women and men are responsible for attitudinal observations experienced between female and male (Halpern, 2000). In summary, the question of male performance in mathematics and sciences better than women depends on psychosocial attitude of an individual. Female and male have equal mental abilities, which means that they have equal capabilities in educational affairs. References Ceci, J. S. & Williams, M. W. (2009). 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(2008). A Sex Difference in Mental Rotation in Young infants. PYCHOLOGICAL SCIENCE. Niederle, M. and Vesterlund, L. (2010). Explaining the Gender Gap in MathTest Scores: The Role of Competition. Journal of Economic Perspectives, (24) 2, 129-144. Spelke, Elizabeth S. (2005). Sex differences in intrinsic aptitude for mathematics and science?: A critical review. American Psychologist, 60(9), 950-958. Spencer, S.J., Steele, C.M., & Quinn, D.M. (1999) Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28. Edge. The Third Culture. Retrieved on 13 Mar 2012 from http://www.edge.org/3rd_culture/debate05/debate05_index.html Read More