The reason girls lack interest in mathematics may be due to culturally communicated messages (Eccles, 2007). Social cultural factors and conformity to gender expectations play a key role.
The socialization of gender roles and the use of a hidden gender-biased curriculum lead to inequitable education for boys and girls (Eccles, 2007).
As the quality of instruction and the curriculum affects children’s learning, so does the value that our society, educators, and families place on boys’ or girls’ learning or education (Kahle, 2004; Liu, 2006). Girls are likely to perform as well as boys when encouraged to succeed (Eccles, 1987).
In your exploration of these concepts, respond to the following:
- Identify and analyze whether there is any biological evidence for differences in cognitive abilities due to gender. Explain with evidence from research on whether there is a difference in our biological brain development.
- Describe at least one new fact about male and female gender cognitive differences, if any.
- Describe whether there are any spatial performance differences between males and females. Analyze and justify whether video games improve spatial skills.
- Identify the differences that are evident in the types of activities that males and females participate in. From this week’s readings and lectures, explain whether there is a disproportionate number of boys gifted in mathematics than girls and why.