Gender Differences Case Analysis - Essay Example

This is a five page APA citation style essay with fifteen works cited. The questions that will be addressed in this essay are as follows In 2005 Pinker and Spelke debated the ‘science of gender and science’. Are their views on sex differences complementary or contradictory? 2. Critically evaluate the evidence that men are better than women at maths and science. Question 1. I propose that their views are complementary. The explanations which have been proposed are the following: 1. Extreme Nature: The masculine gender and brain characteristics convey the talents and aptitudes necessary for the study of mathematics and science. 2. Extreme Nurture: Males and females are similar from a biological perspective with regards to brain characteristics and capacity. All important gender differences are outcomes of socialization and bias. 3. Intermediate: The differences can be attributed to a combination of the extreme nature and extreme nurture characteristics. I consider that Pinker and Spelke converge on the topic of extreme nurture (Edge.org, 2005). I suggest that the misunderstanding is in the area of socialization and bias. Women have traditionally been perceived as being subservient to men in the field of secular academic pursuits. Masculine endeavors have always been perceived as being more significant than the contributions of women (Gordon, 1905). Women are socially conditioned to believe that they cannot perform the same endeavors as a man. This perception and social conditioning has led many women to declare war against the masculine gender (Halpern, 2004). This war is ongoing due to the perceptions of women being under represented in fields such as science and engineering (Dar-Nimrod & Heine, 2006). There is a serious underrepresentation of the feminine gender with the community of tenure track faculty. This underrepresentation is perpetuated in elite universities in the disciplines of physical science, mathematics and engineering. Research has demonstrated that the feminine participation at the post-graduate pedagogic levels in the elite universities to be the following: Mathematical Analysis 8.3%, Chemical Analysis 12.1%, Chemical Processes and Engineering 10.5%, Physical Sciences 6.6%, Mechanical Processes and Engineering 6.7%, Electrical Processes and Engineering 6.5%, Civil Construction Engineering 9.8%, Informatics 10.6%, Astronomical Studies 12.6% (Edge.org, 2005). The question becomes: Is the bias being perpetrated due to the masculine necessity to marry and reproduce (Gordon, 1905)? The outcomes of the influence of the social environment cannot be negated with regards to the development of cognitive comprehension of gender in children. These outcomes of the influence of the social environment are made manifest in young girls who have received androgen exposure during the fetal development stages. Researchers have also looked at primates where children toys are not new things. This demonstrates the social conventions which have been considered to be outcomes of gender based toy motivations in children (Hines, 2010). Social educational conventions state that as the children pass through developmental stages, they learn socially acknowledged rules which include leisurely activities with children in the same age and social group. As they mature to accurately acknowledge their own sexual motivations, this cognitive history may be placed into the context of their own behavior. There are sufficient manifestations which suggest that children acquire reinforcement from those within the same age and sex group with regards to developing sex appropriate motivational outcomes. These children manifest greater responses from their peers who are of the same gender (Pasternaki et al., 2011). That is why I believe the perspectives of Pinker and Spelke converge on the extreme nurture explanation. Research has been performed since 1896, demonstrating the psychological inequalities between the masculine and feminine gender in the secular environment (Thompson, 1903). Research has demonstrated that it is necessary to eradicate the psychologically perceived distinctions in gender differences (Hyde, 2005). Pinker concurs with Spelke in stating as a moral claim that people should not be discriminated against on account of their gender (Edge.org, 2005). Question 2. I believe that the male brain facilitates comprehension of mathematics and sciences. Research has demonstrated that in both humans and non humans hormonal differences influence sexual distinctions (Alexander & Evardone, 2007). There are six different matrixes which can be conceived and comprehended by the human brain. These matrixes are classified as the following: 1. Technological matrix. 2. Natural biological science and physical science matrix. 3. Mathematical matrix. 4. Social science matrix. 5. Classification and organizational matrix. 6. Motor reflex based matrix. Research has demonstrated that the male brain enables the comprehension of mathematics and sciences more easily than the female brain (McCarthy, 2011). Men traditionally achieve better scores on the SAT due to the influence of testosterone on the brain during fetal development. There are various classifications of human brain category. We shall denominate the first category as having a greater tendency toward aptitude in empathy related disciplines. This type of brain is designated as the E female brain type. There are individuals whose brain category facilitates aptitudes in systems based disciplines. This type of brain is categorized as the S male brain type. There is a category which manifests tendencies of the aptitude for empathy and system based thinking. This category is known as the type B balanced brain. The extreme E male brain type must also be considered. This type of brain has the ability of system based thinking over developed. This type of brain manifests autistic tendencies and is known as ‘mind blind’. The predominance of testosterone during fetal development makes this type of brain demonstrate autistic tendencies. In addition to the categories of brain which have been mentioned, there is the extreme female brain, which may be classified as ‘system blind’. The understanding of different classifications of brain types is what causes me to defend the argument that the male brain has a greater facility towards math and sciences (Baron-Cohen, 2002). Males and females behave in different manners due to the amount of testosterone in the body. Male primates have been shown to prefer toys which are preferred by human boys and not to prefer toys which are preferred by human girls (Hines, 2010). Congenital Adrenal Hyperplasia (CAH) demonstrates that those whom are affected demonstrate increased male typical tendencies. There are certain personality characteristics which demonstrate sex differences. These personalities are dominant and demonstrate the self confidence which is associated with the presence of testosterone and the empathy which is associated with the female brain (Mathews et al., 2008). Competency in mathematics and sciences are dependent upon mental rotation. The level of testosterone in the body affects the outcome of the competency manifested in mental rotation spatial endeavors (Moe, 2008). Women are more likely to manifest predominance in empathy related field (Wheelright et al., 2006). Research has demonstrated feminine superiority in social science related endeavors. Many scientists propose that the difference which enables feminine superiority in social science endeavors is in part attributed to nature and nurture (Connellan et al., 2000). The difference in testosterone and the social roles delegated in nurture, make the differences in masculine and feminine tendencies obvious from an early age. Females are given gifts of jewelry and purses, while boys are given science based toys while still in infancy (McCarthy, 2011). The environment which enables prenatal development defines the type of brain and its characteristics. Research has demonstrated that individuals with Congenital Adrenal Hyperplasia (CAH) manifest increased physical aggression and dominance (Hines, 2000). These characteristics are associated with the male brain and are essential for competency in mental rotation spatial related disciplines such as systems based thinking. Therefore, I agree with the facts that men are better at mathematics and science than women. References Alexander, G. M., & Evardone, M. (2008). Blocks and Bodies: Sex differences in a novel version of the Mental Rotations Test. Hormones and Behavior, 53 (1), 177-184. Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in Cognitive Science Vol. 6, No.6 June 2002 Connellan, J. (2000). Sex differences in human neonatal social perception. Infant Behavior and Development 23 (2000):113- 118. Dar-Nimrod, H., & Heine, S. (2006). Exposure to Scientific Theories Affects Women’s Math Performance. Science, vol. 314, 20 October 2006. Gordon, K. (1905). Wherein Should the Education of a Woman Differ From That of A Man. School Review, 13: 789-794. Retrieved 10 March 2012 from: www.psyclassics.org/Gordon/education.html Halpern, D. (2004). A Cognitive- Process Taxonomy for Sex Differences in Cognitive Abilities. Current directions in psychological science, vol. 13(4) Hines, M. (2010). Sex-related variation in human behavior and the brain. Trends in Cognitive Sciences, October 2010, Vol. 14, No. 10 Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60, 581-592. Mathews, G. (2008). Personality and congenital adrenal hyperplasia: Possible effects of prenatal androgen exposure. Hormones and Behavior 55(2009): 285-29. McCarthy, J. (2011). Why Men are better than Women at Math (Situations Matter). Book Reviews Question of Science: The Psychology of Well Being October 4, 2011. Retrieved from: www.psychologyofwellbeing.com/20110/men-are-better-at-math.html Moe, A. (2008). Are males always better than females in metal rotation? Exploring a gender belief explanation Learning and Individual Differences 19 (2009): 21-27. Pasternaki, V. (2011). Prenatal hormones and childhood sex segregation: Playmate and play style preferences in girls with congenital adrenal hyperplasia. Hormones and Behavior 59 (2011): 549- 555. Sommers, S. (2011). Situations Matter: Understanding How Context Transform Your World. Penguin Books, London, England, 2011. The science of gender and science. Edge.org. Retrieved 10 March 2012 from: www.edge.org/3rd_culture/debate05/debate05_index.html Thompson, H.B. (1903). The Mental Traits of Sex. University of Chicago, York University Toronto, Ontario. Retrieved 10 March 2012 from: www.psyclassics.org/yorku.ca/Thompson?chap1.htm Wheelwright, S. (2006). Predicting Autism Spectrum Quotient (AQ) from the Systemizing Quotient- Revised (SQ-R) and Empathy Quotient (EQ). Brain Research 1079 (2006): 47- 56. Read More