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Gender-Based Education

GENDER-BASED EDUCATION: What is it? and Is It Effective?

by

ROSARIA E. BANG

KEISHA CAMPBELL

MARRKUS MARSHALL

Under the Direction of Patricia Clark

ABSTRACT

Gender consciousness has become involved in almost every intellectual field: history, literature, science,
anthropology. There's been an extraordinary advance.

Clifford Geertz

This is an investigative report collaboratively conducted by three post-graduate students in the

Lincoln Memorial University Education Specialist Program in summer of 2013. It is a report to give an

overview of an educational strategy that is a contemporary hot topic of the 21st century. Three areas that

were investigated were the areas of how current day program of global views, common core, and

communities and inner cities in context to whether gender based education improves academic

achievement, attendance, and discipline.

The findings reveal that gender-based education is controversial and has its pros and cons. Many

of the research findings are inconclusive and often warn against implementing policies on Gender-Based

Classrooms and Education as a magic bullet, but instead as an optional path for those who are interested.
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Gender-Based Education

DISCLAIMER

It is important to keep in mind gender based education is not black and white issue and to

do so, is to over-simplify this topic. Like any complex topic, there are nuances and gray areas,

areas that best behoove one to approach the issue with sensitivity and awareness. Gender, unlike

sex, which is based on biology, deals with identity and identity is formed not in a vacuum, but in

a cultural setting and at times influenced by unforeseen societal or stereotypes that may not be

apparent at a given time. Gender-based classrooms can be applied with not just male and female

approach or separation in teaching, but also in combination with other effective teaching

strategies and always with the needs and sensitivities of the whole and individual students and

their differences in mind. This study is an initial investigation of this topic in discovery of any

insightful findings, reoccurring patterns, conflicting reports, and general knowledge of this old

topic in contemporary context.

INDEX WORDS: Gender-based education, Equity, Community, Differentiated Instruction,

Common Core Standards, Multi-Culturalism, Gender Identity, Academic Achievement,

Attendance, Discipline, Curriculum, Instructional Strategies, Pedagogy

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Gender-Based Education

CH. 1: INTRODUCTION

Every American deserves to live in freedom, to have his or her privacy respected and a chance to go as
far as their ability and effort will take them - regardless of race, gender, ethnicity or economic
circumstances.
Christopher Dodd

Gender-Based Education: What is it? and Is it Effective?

INTRODUCTION (So What? Why does this topic matter to education?)

Accountability is a major issue in the education field these days. In the news, problems

with accreditation and test results are constantly scrutinized by the public both in the national

and local communities. As parents and stakeholders are becoming more invested in their

childrens education and future and ultimately the nation as a whole, the field of education is

becoming more aware of the sensitivities and changing needs of their audience.

The world is also becoming more and more globally based and the classroom is

expanding to this realm. Students are no longer just the product of their local communities but

also the global one; with information readily available through mass media, Internet, and various

other sources, students are in competition not only with each other but also those abroad. The

common denominator is that educators and students alike have the human factor involved in

learning and growing.

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Gender-Based Education

One such major aspect that is coming to the forefront is gender-based education. It was

not until 2006, that gender-based classrooms were allowed in the states. It is an old concept that

has been around throughout various cultures both either formally or informally; however, it is

also one to be examined further in depth. The goal of this paper is to investigate and analyze

whether or not gender-based education is effective and if so, what are some areas that can be

studied and developed to aid in better serving the learning styles and needs of the students.

Brown vs. Board of Education (year) Separate but equal, opponents to gender based

education Need for appreciation of both gender qualities and not stereotype because of cultural

sensitivities and differences. One cannot deny the sociological aspect of education. The study of

group thinking is a vital component of education. Education is done in a social atmosphere.

I. Statement of the Problem (1/2 pg)

I. Problem Background . By giving a backdrop or context for the problem n thesis in

question, reason for investigation

It is believed that it takes approximately 10 years to know whether a program in

education works or not. Education in itself is a very slow moving field that rarely changes unlike

the field of medicine or technology. Through time, humans and their natures are the same but the

times are constantly in flux and changing. As history has shown through various cultures and

societies the need and demand for equality and equity has allowed women and those in

minorities to have opportunities that were not once readily available. One of the main purposes

of education is to develop and nurture the minds of individuals, in the best possible way, so that

they may be positive members of society. Identity is a major component of individuals. The
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Gender-Based Education

problem is a three-part question: What Is Gender-Based Education and is it an effective way of

teaching? Why should educators consider gender-based education in providing and serving a

more equitable learning environment for both males and females? How do educators go about

doing so and with what teaching strategies and practices in the classrooms and schools are

useful for maximizing the potential and learning of both genders?

Three investigators took part in answering the above questions. The first Mr. Marshall

provides the cognitive and biological studies aspect for gender-based education. He includes the

current day Common Core Standards and how GBE relates to this in context. This topic is

followed by Ms. Bangs category of interest. She provides the world class global initiatives

found in the literature of studies. Finally, Ms. Campbell reintroduces the home base of global

based education and the inner-city initiatives and the various views there within to bring us to the

final conclusion and recommendations for closure.

Each period in history illustrates how compensations to inequities or imbalances were

made. History is like a pendulum; it swings from one side to the other. For instance, with the

feminist movement, advancements for females and their voices and thoughts were validated.

Now studies are showing that males are not being given the same attention and may be falling

behind in education. It is the job of educators to develop the growth and minds of those they

teach and serve; so that their students may provide for and contribute to society through serving

its needs with the talents and skills that are formed and developed in schools.

II. Purpose of the Study (4-5 sent)

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Gender-Based Education

Schools, by their nature, are controlled environments and educators through the policies

that are passed are better able to tailor and design lessons and classrooms to meet the needs of

those they serve. With budget cuts left and right, it is becoming ever more important to find ways

to work more efficiently and mindfully to maximize learning with minimal resources and funds.

This paper will attempt to show what has been done in the past with gender-based education both

at home and globally abroad; how it has either been effective or not, the pros and cons, the

opposing side or opponents and what they have to say, and also why it is important to address it

during this time in regards to academic success with test scores, graduation rates, attendance, and

discipline.

The purpose of the study will be to show whether or not gender-based classrooms is an

effective method of teaching students and whether or not it contributes to overall better success

rate of school through graduation rates, test scores, attendance, and discipline problems and

issues. It is significant to keep in mind of not only hard academic data and results but also the

soft data such as self-efficacy and social skills which are not as easily quantified and measured.

III. Justification (1-2 parag)

In this time of high stakes education with global competition and new issues and

problems arising with the world and environment, it is more and more important to find

alternative and inexpensive ways to change the learning environment in order to reap high

rewards. It is becoming more necessary with limited energy, time, money, human power and

resources, to maximize gains both locally and internationally with minimal effort. Efficiency is

the hallmark of productivity. It is with this in mind that this paper is being written. How can we
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Gender-Based Education

show gender-based classrooms and their effectiveness comprehensively with the contextual

approach in mind? The ultimate aim of this paper is to shed light on what has been done, what is

actually taking place, and what can be done in regards to gender-based classrooms. Programs

and policies take much time and money to take into effect; however, there are immediate

strategies and techniques that can be done now in the classrooms.

IV. Research Questions

1. What studies have been done in the past with gender-based classrooms in relation with

present day Common Core in mind? Is it effective or not and why? (Marrkus)

2. What has been actually applied in the classroom with gender-based strategies and

teaching at home in the states via urban versus suburban areas and demographically?

(Keiki)

3. What are the global views and applications of gendered-based education in context and in

relation to what has been done at home in the states? (Rosa)

4. In regards to academic success, what does the data in past studies show in aspects to

graduation rates, academic achievement, attendance, and discipline? (Everyone, All

Address)

V. Definitions of Terms

Achievement Gap. It is the observed and persistent disparity on a number of educational

measures between the performance of groups of students, especially groups defined by
gender, race/ethnicity, and socioeconomic status. The achievement gap can be observed on a
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Gender-Based Education

variety of measures, including standardized test scores, grade point average, drop-out rates, and
college-enrollment and -completion rates.

ASCD. The Association for Supervision and Curriculum Development, or ASCD, is a

membership-based nonprofit organization founded in 1943. It has more than 175,000 members
from over 100 countries, including superintendents, principals, teachers, professors of education,
and other educators.[1] While ASCD was initially founded with a focus on curriculum and
supervision, the association now provides its members with professional development,
educational leadership, and capacity building.[2] Its mission is to develop programs, products, and
services essential to the way educators learn, teach, and lead.

http://www.ascd.org/Default.aspx

http://en.wikipedia.org/wiki/Association_for_Supervision_and_Curriculum_Development

The Common Core Standards. The educational policy of the Obama administration in
addressing the inadequacy of NCLB educational policy from the Bush era, by aligning and
promoting higher literacy through a more rigorous, in depth approach to education in all subject
areas across the curriculum, but more specifically in the subjects of Math and ELA.

http://www.corestandards.org/

http://www.corestandards.org/in-the-states

Culture Gap. A culture gap is any systematic difference between two cultures which hinders
mutual understanding or relations. Such differences include the values, behavior, education,
and customs of the respective cultures.[1] The term was originally used to describe the difficulties
encountered in interactions between early 20th century travellers and pre-industrial cultures,
[1] but has since been used more broadly to refer to mutual misunderstandings and
incomprehension arising with people from differing backgrounds and experiences.

Culture gaps can relate to religion, ethnicity, age, or social class. Examples of cultural
differences that may lead to gaps include social norms and gender roles. The term can also be
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Gender-Based Education

used to refer to misunderstandings within a society, such as between different scientific

specialties.

http://en.wikipedia.org/wiki/Culture_gap

ELA. English Language Arts classes are where literacy, writing, and literature are taught.

Gender Equality. It is also known as sex equality or sexual equality or equality of

the genders which implies that men and women should receive equal treatment unless there is a
sound biological reason for different treatment

GBC. Gender-Based Classrooms is the structuring of class in which males and females are
separated or the use of differentiated instruction strategies in teaching students according to
theories on learning differences based on gender.

GBE. Gender-Based Education is the type of education, which deals with single sex education
and or the use of theories of learning based gender as a guide for instructional strategies.

GEA. Gender and Education Association promotes a comprehensive view of GBE.

http://www.genderandeducation.com/resources/pedagogies/singlesex-coeducation/

http://www.genderandeducation.com/resources/pedagogies/curriculum/

Gender Gap. The sex differences between humans in general pycho-social context. This gap is
the inequity among males and females in education, society, and the economy.

Gender studies. This is a field of interdisciplinary study and academic field devoted to gender
identity and gendered representation as central categories of analysis.

IEA. The Institute of Economic Affairs (IEA) is a free market think tank in London, United
Kingdom. Founded in 1955, its mission is to improve understanding of the fundamental
institutions of a free society by analyzing and expounding the role of markets in solving
economic and social problems.
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Gender-Based Education

Masculine Hegemony. In gender studies, hegemonic masculinity is the gender practice that
guarantees the dominant social position of men, and the subordinate social position of women.
Conceptually, hegemonic masculinity explains how and why men maintain dominant social roles
over women, and other gender identities, which are perceived as feminine in a given society.
As a sociologic concept, the hegemonic nature of hegemonic masculinity derives from the
theory of cultural hegemony, by Antonio Gramsci, which analyzes the power relations among the
social classes of a society.

Michael Gurian. The leading proponent for single sex education, who has written many books
such as The Wonder of Girls, Boys and Girls Learn Differently!, and The Minds of Boys.
Gurian has a website www. http://gurianinstitute.com/ listing many helpful links, articles, and
workshops pertaining to this topic.

Multiculturalism. Multiculturalism centers on the thought in political philosophy about the way
to respond to cultural and religious differences. It is closely associated with identity politics,
the politics of difference, and the politics of recognition. It is also a matter of economic
interests and political power. http://en.wikipedia.org/wiki/Multiculturalism

NEA. The National Education Association was founded in 1857 is the largest professional
organization and largest labor union in the United States, representing public school teachers and
other support personnel, faculty and staffers at colleges and universities, retired educators, and
college students preparing to become teachers. The NEA has 3.2 million members and is
headquartered in Washington, D.C. It has affiliate organizations in every state and in more than
14,000 communities across the nation, employing over 550 staff and had a budget of more than
$307 million for the 20062007 fiscal year. Dennis Van Roekel is the NEA's current president.

http://en.wikipedia.org/wiki/National_Education_Association#cite_note-nea.org-2

NAEP. National Assessment of Educational Progress is the largest continuing and nationally
representative assessment of what American students know and can do in core subjects. NAEP is
a congressionally mandated project administered by the National Center for Education Statistics
(NCES), within the Institute of Education Sciences (IES) of the U.S. Department of Education.
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Gender-Based Education

The National Assessment Governing Board, appointed by the U.S. Secretary of Education but
independent of the Department, sets policy for NAEP and is responsible for developing the
framework and test specifications. http://www.nationsreportcard.gov/

NASSPE. National Association for Single Sex Public Education is renamed the National
Association for Choice in Education in November 2011. http://www.singlesexschools.org/

National Center for Education Statistics. This is also known as PISA, which is conducted by
the U.S. Department of Education, Institute of Education Sciences, and the National Center for
Education Statistics.

NCES. This the part of the United States Department of Education's Institute of Education
Sciences (IES) that collects, analyzes, and publishes statistics on education and public school
district finance information in the United States. It also conducts international comparisons of
education statistics and provides leadership in developing and promoting the use of standardized
terminology and definitions for the collection of those statistics. NCES is a principal agency of
the U.S. Federal Statistical System.

http://en.wikipedia.org/wiki/National_Center_for_Education_Statistics

NCLB. No Child Left Behind was first authorized and enacted during the Bush education policy,
which failed do to the fact that America is lagging behind in education according to the PISA
scores. It is also known as the Elementary and Secondary Education Act (ESEA). The main idea
behind this policy was that standards were lowered to ensure no student would fail; all students
were to pass with the bare minimum in core subjects. http://www2.ed.gov/nclb/landing.jhtml

http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act

OECD. Organization for Economic Co-operation and Development (OECD) is

an international economic organization of 34 countries founded in 1961 to stimulate economic
progress and world trade. It is a forum of countries committed to democracy and the market
economy, providing a platform to compare policy experiences, seek answers to common
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Gender-Based Education

problems, identify good practices and co-ordinate domestic and international policies of its
members. http://www.oecd.org/pisa/aboutpisa/

PISA. Program for International Student Assessment is an international assessment that

measures 15-year-old students' reading, mathematics, and science literacy. PISA also includes
measures of general or cross-curricular competencies, such as problem solving. PISA emphasizes
functional skills that students have acquired as they near the end of compulsory schooling.

PISA is coordinated by the Organization for Economic Cooperation and Development (OECD),
an intergovernmental organization of industrialized countries and is conducted in the United
States by NCES. PISA was first administered in 2000 and is conducted every three years. The
most recent assessment was in 2012.

PISA 2012 focuses on mathematics literacy and also assesses reading and science literacy. PISA
2012 also includes computer-based assessments in mathematics literacy, reading literacy, and
general problem solving, and an assessment of students' financial literacy. http://nces.ed.gov/
surveys/pisa/

TKES. In Spring 2012, Race to the Top Districts of the state of GA participated in a pilot of the
Teacher Keys Effectiveness System. These 26 districts provided critical feedback and data that
was used to revise and improve a new system designed for building teacher effectiveness
throughout Georgia. The new Teacher Keys Effectiveness System (TKES) consists of multiple
components, including the Teacher Assessment on Performance Standards (TAPS), Surveys of
Instructional Practice, and measures of Student Growth and Academic Achievement. The
overarching goal of TKES is to support continuous growth and development of each teacher.

http://www.doe.k12.ga.us/School-Improvement/Teacher-and-Leader-Effectiveness/Pages/default.aspx

CH. 2: REVIEW OF LITERATURE

There are still traces of discrimination against race and gender, but it's a lot different than when I started
out. It just comes quietly, slowly, sometimes so quietly that you don't realize it until you start looking
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Gender-Based Education

back.
Eddie Bernice Johnson

Review of Literature (2-3 pgs, Outline of Organization via group members and collaboration.)

I. Brief Introduction: This portion will discuss major sections what the literature review

will include. (Rosa)

With the failure of No Child Left Behind (NCLB) from the Bush era from the early 2000,

there is a greater need for a more rigorous and in depth approach to education in context to the

global realm. (state statistics here to back up.) According to Stewart, successful schools in the

developing world, such as Finland, Australia, and China have common elements to successful

systems. Of the eight listed the five elements that are most pertinent to this paper is ambitious

standards, commitment to equity, high quality teachers and leaders, management and

accountability, and student engagement and motivation (Stewart, 2012).

In the midst of new reforms of the new decade with Obamas administration and changes in

educational policy through Common Core Standards for promoting literacy and higher rigorous

standards across the nation, it is the goal of this paper to address these areas of concern in

context to global education. As Stewart states, the successful countries, which are at the forefront

of education according to PISA scores are the ones that send their researchers and policy

developers to study other nations methods, techniques, or approaches. America is becoming a

more diverse nation as progress is made towards the future and it is necessary to look beyond the

scope of just what has been done, but provide more innovative and effective ways to address the

educational needs of the nation.

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Gender-Based Education

Merely pouring tons of money into the system is not an effective method nor does it

guarantee success in the classrooms. Therefore more cost effective and intelligent approaches,

based on what we know, will more likely aid in providing a more equitable and challenging

system, which meets the needs of the country, community, stakeholders, and all else involved.

Gender-based education is such an approach and has been around for a greater part of this past

century and deserves to be studied and examined more closely as we go about discovering ways

to improve the educational system. This approach takes what is already known about males and

females and strains out what works best for each gender.

It is important to view issues in context, because all things are connected together. Education

is a vital component of the social and economic well being of a nation. Therefore, the first part of

the paper will deal with the human brain and how the male and female brains work differently,

how society has molded male and female ideas to serve its needs, and the structure of current day

education system, how its design may serve the needs of the female brain more than the male

brain. Then the next part of the paper will provide gender-based instructional strategies used in

successful developed countries that may work in gender-based classrooms here in the states to

maximize learning for both male and female genders. Next, a global overview of research done

in this field of Gender Based Education will be outlined. Finally, implications and policies in the

inner-cities and at home will be provided to illustrate what has been done and what may be

further investigated to enhance the education system of the nation.

II. Human-based brain needs and development of males/females with Common Core

subjects in regards to studies done in the past. (Marrkus)

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Gender-Based Education

A lot of kids are bullied because of their sexual identity or expression. It's often the
effeminate boys and the masculine girls, the ones who violate gender norms and expectations,
who get bullied.
Dan Savage

Gender Based Education in Context to Current Day Common Core Standards

Education in this country is ever evolving. The Common Core curriculum has been

adopted and will be implemented by virtually every state. The Common Core standards were

written to effect several educational outcomes. Chiefly, there were written to increase student

literacy and the proficiency with which they handle texts; secondly, they were designed to

elevate students cognitive abilities requiring them to operate more regularly on the higher order

thinking level. Though lofty, these goals are practical, necessary, and attainable. Far too many

students graduate high school and struggle to find gainful employment because they lack basic

literary and cognitive skills. This truth coupled with Americas unimpressive, educational

ranking relative to other advanced industrialized countries speaks to both the pragmatism and

necessity of common core standards. Without changes, domestic economic prospects for

Americans are bleak as will be the ability to compete internationally.

Success can be derived from the implementation of Common Core standards. However,

it might require a re-examination of long held instructional and curricular classroom traditions.

In fact, the classroom itself and its occupants, students, both need be reevaulated. Stakeholders

and policy makers should consider implementing same sex classrooms. Gender homogenous

classes differ from gender homogenous schools. The former would allow for a coeducational
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Gender-Based Education

experience for students. The latter would not, as males and females would be physically

separated and at different campus sites.

Gender homogenous (same sex classes) would operate within the physical confines of

public school buildings. Depending on the class schedule, students would attend same sex

classes for mathematics or ELA courses. Such an approach would be revenue neutral, not

requiring taxpayers to pay more because the structure and personnel are already in place.

Evidence for consideration of this approach can be found in present scholarly research. Such a

radical departure from the historic norm is in order because the most recent scholarship clearly

denotes differences both in male and female brain composition, development, function,

processing, and sensory perception. In a phrase, male and female students think differently and

learn differently (Gibb, 2008, p.63).

In addition, there are biological, school, socioeconomic, racial, and other environmental

influences on student learning (Halpern, 2004). These factors go beyond the simple nature

versus nurture model. Halpern (2007) presents the interplay of these of these factors in a non-

linear dynamic diagram (See Table 1). A better understanding of these brain differences and the

implications there of is warranted.

Structurally, the brains of males and females differ (Holthouse, 2010). Male brains, on

average, are 15% heavier than female (Bonomo, 2010). Males have more gray matter, while

females more white matter by weight. The absolute brain volumes are similar due to the smaller

brain cavity (cranium) of females (Halpern, 2007). Another sexual dimorphism in the human

brain is females have denser corpus callosum (nerves connecting brain hemispheres). Men on

the other hand have slightly larger parietal lobes, which aid in processing spatial, sensory data
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(Bonomo, 2010). Bonomo (2010) also explains differences in the central nervous system

between males and females. In males, the sympathetic neural system (subconscious) brain

activates when traumatic events occur enabling a greater capacity to perform under duress.

These and other differences lead to quantifiable differences between males and females pertinent

to processing information and cognitive strengths.

The differences in how male and female brains develop and process stimuli are eye

opening. The brain of males more readily process movement and the grey scale, cooler colors.

On the other hand, female brains are better attuned toward vibrant colors, and recognizing human

faces (Bonomo, 2010). Halpern (2004) notes that female brain is more adept at linguistic

functions and recall of specific details. The male brain excels in processing analogies and tasks

that require visual and spatial skills.

These brain-based differences enable girls to advance in reading and writing well before

boys of the same age. Research has even shown that boys in high school and girls in middle

school, tend to communicate and process linguistic stimuli on the same level (Halpern, 2007).

However, research also suggests that the math skills of teenage boys increase more rapidly than

their female counterparts during the teenage years (Hyde, 2009).

In addition to these neurophysiological differences, there are real environmental (nurture)

factors that influence achievement. Gender biases manifest in many forms within the classrooms

and without research and careful attention, the machinations of this bias would largely go

unheralded (Perry, 1996). In the classroom, teachers are unknowingly more generous with praise

for boys in mathematics and science relative to girls. Over the course of a students scholastic
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career these extra encouragements could translate into a differential of hundreds of hours

between boys and girls (Halpern, 2007).

Due to the wiring of girls brains, a teacher rapidly verbally, quizzing the class places

them at a disadvantage or at the very least make them very uncomfortable (Bonomo, 2010). The

manner in which students are grouped has even shown to have deleterious effects on learning

when done irrespective of gender balancing (Webb, 1997). In recent studies, environmental

concerns such as classroom temperature can have ill effects on learning; the optimal room

temperature for boys being around 69F and about six degrees higher for girls (Bonomo, 2010).

Finally, peers and parents can have disproportionate effects on student achievement. Parents can

steer young girls away from historically predominately male fields such as mathematics based on

how and what they expect daughters to achieve (Livner, 2002).

Children hear discouraging refrains and these artificial limitations, according to Hilliard

(2010), are internalized. These expectations either empower student success or stifle it (Shapka,

2003). Stereotype bias erodes the confidence of young learners, undermines their interest, and

repels them away from certain subjects. This phenomenon primarily occurs in young girls and

their attitudes toward math and sciences (Halpern, 2007). However, these influences and biases

are superfluous, and exert themselves on virtually all students. For this reason, in a comparative

sense, all students, regardless of gender, are disadvantaged at some point or another during their

scholastic careers. Though the problem is colossal, these challenges can be overcome in order to

maximize student outcomes and opportunities for success.

Though the literature is replete with scholarship regarding Common Core and gender-

based classrooms, as separate entities, very little has been written about the two ideas working in
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tandem. Gender based classrooms should be considered viable options to implement and ensure

the efficacy of Common Core Standards. This approach would mitigate many of the obstacles

that compromise students success in the subjects of Mathematics and ELA (English and

Language Arts).

Gender based classrooms would afford students to learn in a way most consistent with the

way the brain operates. The classroom structure would be simple, for mathematics young girls

would be in a girls only setup and for ELA young boys would do the same. The rest of their

classes would be coeducational. This would enable girls to feel more relaxed and could augment

their interest and participation in Mathematics (Shapka, 2003). Apprehension regarding public

speaking and other peer pressures would be averted as well (Perry, 1996). With this new-found

confidence, girls would be empowered and matriculate to institutions of higher learning and

pursue degrees and career paths that are historically dominated by men (Halpern, 2007). Young

men would devote single gender class time to ELA. This would encourage instructors to use

texts and perspectives that boys more readily identify with (Martino, 2007). The types of

activities that lend clarity to the male brain, kinesthetic, visual, and spatial, could be employed

more freely and not impede the learning of girls (Perry, 1996). Perry (1996) also found that boys

were less disruptive and fewer disciplinary actions were meted out in single sex classrooms.

III. What has been done and is being done now globally and abroad with gender-based

education? (Rosa)
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What a country needs to do is be fair to all its citizens - whether people are of a different
ethnicity or gender.
Chinua Achebe

The Global Dimension of Gender Based Education

Various bodies of research from around the world were examined to study for any patterns

and similarities in findings. This investigation was conducted in search of any light that could

shed upon gender-based education and on its effectiveness for academic achievement,

attendance, and discipline. The commonality of all nations clearly shows that girls tend to do

better overall in academic achievement and discipline than boys in single gender based

classrooms or schools. Research also largely indicates that boys perform better in co-ed schools

and classrooms than girls (Jimenez, 1989).

Girls in general work better in a collaborative environment that is conducive to working with

their peers and sharing and discussing ideas. Boys on the other hand function much better with

short bursts of active, physical, and competitive engagement (Weiss, 2001). Studies also indicate

a need for greater teacher training programs to help educators be better equipped with

instructional strategies and pedagogical knowledge of genders in context to education (Zaman,

2007). The sociological study of genders and how they interact within the classroom and school

setting is important for understanding how and why students of both genders behave the way

they do (Canada, 2013).

Girls tend to be much better at language skills at an earlier age than boys, while boys tend to

be more adept at spatial and math abilities (Bradley, 2013; Matthews, 2013; Holthouse, 2010).
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Language and literacy skills are the basics to the Common Core Curriculum in the United States

in addition to rigor and a more global approach to education. There is a common consensus that

literacy skills are valued through out most nations. However, just because literacy is high does

not necessarily indicate high academic performance as seen in the Soviet era test study of

gender-based education. During this mass government implementation of single gendered

schools, many teachers of both genders found teaching boys very difficult, whereas girls tended

to follow directions better. This Soviet test of single-gendered schools is a cautionary tale of the

need to not just merely separate girls from boys, but also a need to adequately train teachers on

how to approach teaching the two types of students (Ewing, 2006).

Gender in regards to curriculum development is said to be most frequently ill addressed

through out the various nations. Paechter states that although Sweden and South Africa have an

explicit commitment to addressing gender inequality through education not much has been

implemented or consistently enforced. She also states that most national curricula throughout the

world reinforce masculine curricula better suited for employment and civic life. Curriculum is

gendered in the following two ways: 1) Subject matter is either masculine or feminine and

approached as such. 2) Teachers tend to teach different materials and subjects based on who their

audience is whether boys or girls (Paechter, 2013).

IV. What does the actual data reflect in regards to academic success: graduation rate,

academic achievement, attendance, discipline. (All)

According to the Thai study on gender-based education, males and females tend to go off to

higher based education and graduate based on whether their parents are from a higher socio-
 27
Gender-Based Education

economic background and education themselves (Jimenez, 1989). The data regarding single-sex

education indicates that there is no significant difference between males and females in regards

to academic achievement in the long run; there is more difference in the early primary stages of

schooling (Weiss, 2001). However, according to Dr. Sharpe the report from the California

Department of Education reports single-gendered education reduces the number of drop out

rates, reduces distraction between girls and boys, improves the academic performance of boys in

general while improving the math and science achievement in girls (Sharpe, 2000).

V. What has been done at home in the states/ policies/ law. (Kiesha)

Study after study confirms that even when you control for variables like profession,
education, hours worked, age, marital status, and children, men still are compensated
substantially more - even in professions, like nursing, dominated by women. No wonder
there's a gender gap.
Dee Dee Myers

What Inner Cities in the States has Shown in Terms of Gender Based Education

The topic of gender-based education is a controversial and lends itself to varying

perspectives. On one camp, there are those who believe the benefits of single-sex education is

advantageous because students are less distracted and more focused on academics. According

the the National Association for Single Sex Public Education, single sex education provides a

more individualized learning approach, which provides more opportunities for advancement for

both males and females. which ultimately leads to better graduation rates.

V. Personal connections, experiences and insights in relation to the above topics. (All)
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Gender-Based Education

Reflection of Gender Based Education in Relation to Current Practices in the Co-ed Classrooms

and Alternative High School Settings (Marrkus, Keiki)

Middle School (Rosa) observations made from teaching experience applied to found studies

There is no gender identity behind the expressions of gender... identity is performatively constituted by
the very 'expressions' that are said to be its results.
Judith Butler

CH. 3: METHODOLOGY

Procedures.

This research could be conducted in several ways. However, the goal is not be a

distraction and maximize student success in the classroom. For this reason, the control data will

derive from students past scores, attitudes, and achievements in the subject area. Discipline data

will also be examined and recorded. The experimental group will consists of all male (single

gender) ELA classes and all female (single gender) Mathematics classes. All students of said

high school will participate unless they opt out, at which point accommodating arrangements will

be made.

This research will require students, parents, and teachers to complete pre-observation

surveys regarding past scores, attitudes, and achievements in the subject area. Students will keep

a journal of their thoughts regarding the class, comfort level, etc. and strongly encouraged to

update it at least weekly. The second semester will proceed in the same way. Upon the end of the

school year, students, parents, and teachers will complete post-observation surveys. All grades,

academic growth, discipline, will be quantified, disaggregated, and analyzed to determine the

experiments efficacy.
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Gender-Based Education

An Overview of all the data out there will be taken into account. Any information that is

not relevant will be excluded. Background information will be given in context and set the tone

for the present problem.

Data Analysis (All; each person in the group can find ways to show comparisons and contrasts

in charts with the readings and data studied among the journals and articles read.)

First, this thesis will look at what GBE are and provide an overview of the past and

current trends. The articles will be grouped and analyzed according to subtopics such as world,

national, and relevancy to the current Common Core program. Finally, the paper will discuss

areas that need to be further researched and studied for more in-depth additions to the field of

education in relation to the data analyzed for the paper.

Assumptions

It is immediately assumed that males and females are different and develop differently

based on past studies done. It is necessary to keep in mind that there are also many complex and

individual needs of students that cannot and should not be over-generalized. Gender is not only

about physical and mental traits but also identity, which is developed and created individually

with cultural influences, but also, through complex personal experiences and a variety of

environments.

Male and female teachers have their own past experiences and as a result may also have

un-recognized biases about either gender because of those personal experiences, values, and

beliefs. Therefore, these are a few areas that may influence and effect results to the study.
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Limitations

Gender is closely tied to culture and society and as a result may effect how our findings

impact the questions of study. For instance, western and eastern views and cultures differ greatly.

Gender-based classrooms have only been allowed legally in the states since 2006. (It has been

less than 10 years and therefore, the effects of this type of classroom environment control has not

been fully studied.) This investigation therefore is a sounding board for future studies. The

common factor for this study is complex and multi-faceted; anthropology, psychology, sociology,

law, and science via cognitive development are the areas that are inter-twined to shed light on

this topic. It is therefore, difficult to just state that this paper is merely about gender-based

classrooms, because there are many connections that shed light to various facets in this area of

study.

As a result of the limited studies done in the various areas of research in regards to

gender-based classrooms, it is beneficial to not eliminate topics simply for the fact that the article

or journal may not be directly related to the topic. Semi-related topics may sometimes shed

greater light to the main problem that may be easily bypassed if not given a second thought.

Delimitations

Factors that are within control as researchers for this study are the journals and studies

that are compared and contrast, personal and meaningful connections that are made, and an open

mind to the topic of gender-based classrooms in regards to the topic biologically and

psychologically based on cultural and individual identity.

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School is very conformist, and one of the very first conforming that goes on in preschool and
kindergarten is gender.
Dan Savage

CH. 4: REFLECTIONS & SUMMARY OF FINDINGS

Summary

Here we will highlight the key points of gender-based education and its findings with personal

reflections of possible ways of effectively teaching both genders with strategies found in the

readings and from experience.

Marrkus Marshalls Reflection

The challenges that young women have historically faced in math and science and boys

in ELA are real and well documented. They arise due to physiological differences in the brain

and how each sex processes information, respectively. The literature suggests that there are

inherently biased instructional practices that aggravate these challenges. Based on my

experience and research, the idea of single gender classes in a coeducational setting seems to be

a logically sound. It seems to take the best components of all the viable options and combine

them. For girls, it gives them an opportunity to engage Mathematics and science in a

noncompetitive, relaxed manner. It also affords them a learning environment in which they

receive the type of and frequency encouragement many girls need to build their confidence in

these subjects.
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The literature suggests that both of the aforementioned conditions are generally lacking in

most coeducational mathematics and science classes. For young boys, single gender classes in a

co-ed setting allows them to explore ELA at a speed more consistent with the way their brains

process linguistic stimuli. In literature, perhaps they could be allowed to explore non-traditional

texts or even explore the classics from a masculine perspective. The research also showed that

boys were less off task and had fewer behavioral interests when in this type of setting. Generally

speaking, boys gravitate toward mathematics and science and girls to ELA because they have a

natural proclivity to these subjects. Capitalizing on this truth should make teaching to their

naturals strengths easy. It is the subjects they naturally struggle that they need more assistance

with. Single sex or gender based classes in a coeducational setting seemingly accomplishes this

end. I believe that we would see significant gains in male literacy and female mathematics if this

plan were to be adopted.

An area for future research would be current status of gender-based classrooms,

development of teacher training curriculum studies and workshops, and any direct studies on

academic success in terms of graduation rate, attendance, and discipline (i.e. referrals) that could

not be found as a result of limitations of available studies done in the past.

Rosaria Bangs Reflection

Culture and gender cannot be separated. Culture creates a sense of identity and gender

formation within individuals is a major component of that. As from the readings gender is

viewed differently within various pockets of society and cultures around the world. Great value

is placed upon this topic because it is in an essence who and what we are as individuals and is
 33
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literally taken with us from birth to grave. The roles we play in our lifetime are cloaked in these

garments that are major facets of our beings. Education is a major conduit of culture and systems

of thinking that endures throughout time and has no limits unless prescribed by those in lead.

With the many changes being made in education it is easy to loose track of what is

significant and lasting. Identities of who we are constantly evolve with every new information

and experiences we gain. Therefore, going back to origins of the human existence such as gender

may aid in creating a sense of core foundation with which all other aspects of life may build

upon. Humans spend a significant amount of time in schools and learning throughout ones

lifetime. It is therefore, vital that those experiences in and out of the classrooms promote and aid

in the development of an identity is based on values that are timeless. In addition, the very

studies that are done must be taken seriously, because they are which our educational policies are

based upon. Education moves very slowly, in ten-year increments and culture is said to change

every three generations. This statement can be attested to the fact that some of the rights which

certain races and genders have today would not be in place were it not for people who sought

change and equality.

While academic achievement, attendance, and discipline are the three major areas of

education, these areas would all mean little to nothing without the relationships and soft skills

that are developed through interactions with others in and out of school. One can say, the hard

academic knowledge may get the job in the short run, but the soft social skills, which are not

necessarily spelled out in curriculums, is what keeps it. Equity is a factor that is found in

successful education systems throughout the world. There can be no equity without justice as
 34
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there can be no safety without discipline. Learning is done in a controlled environment,

monitored by adults who are in charge of modeling behavior that students inevitably pick up as

they go about their years of schooling. The idea and beliefs of who our students are, where they

came from, and the dreams of who and what they would like to be and do in life are formed

within these very settings.

Daunting is the task and a sense of great responsibility and care and attention is needed in

taking on the role of an educator of not only, minds but souls and hearts. Great leaders are said to

lead from the soul of their followers and gender in essence is part of this soul. By

acknowledging the gender of individuals we are celebrating and appreciating a major aspect of

who they are without confining them to those social prescripts. We as educators allow our

students freedom to express themselves in safe and supportive environments, which can

engender a sense of well being and feeling of acceptance, in order to be who they are and do

what inspires them to their highest callings.

Keisha Campbells Reflection

Gender equality is more than a goal in itself. It is a precondition for meeting the challenge of reducing
poverty, promoting sustainable development and building good governance.
Kofi Annan

CH. 5: CONCLUSIONS

There are many conflicting and inconclusive results found in many of the research

on single sex education. The many variables involved in single sex education lend itself for need

of further research of the longitudinal type. As a result of the many and diverse views on gender
 35
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based education, it is important to come to ones own conclusion based on personal experiences

in conjunction with what experts in this field have reported. Gender based education is a broad

and relatively re-newly visited topic. Only just recently have their been a resurgence of interest

in this type of education. The studies are vast and many and therefore accommodations must be

made upon what works best for individuals in concern. There are many patterns that repeatedly

show up and conflicting research claims and results, therefore, it best behooves the reader to

come to ones own conclusions and take from this study what best would work in any given

situation.

Recommendations for Further Study

There is a need for simplifying research to one or two variables. Some of the research

was found to be very dense and confusing. Although there is much information on academic

achievement and discipline with gender-based education, there is a huge gap in research

especially with attendance and graduation rates of single sex education around the world and in

the States.

1. A comparison of the various categories mentioned (academic achievement, attendance,

graduation rates, and discipline) would be helpful.

2. Another recommendation for research is on the effectiveness of how various professional

development plans are in equipping educators to serve the needs of the students is a significant

component for management and accountability of education policies.

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3. A comparison between gender-based education strategies in two developing countries with

high PISA scores would enlighten on what works in this type of education.

4. A study on how effective or the success rate of Professional Development Plans or

Professional Learning Unit classes are designed to improve teaching with gender-based

instructional strategies and their efficacy in the classroom setting.

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APPENDICES

Appendix A: Table 1 The Science of Sex Differences

Appendix B: Table 2 Sex Differences in Cognitive Abilities in Testing

Appendix C: Table 3 Differences Between Girls & Boys

Appendix D: Table 4 Dr. Saxs Stress Responses Based on Gender

Appendix E: Table 5 Reading, Math, & Science Scores Based on Gender & World Nations

Appendix F: Table 6 Diagram of Gender, Behavior, & Experiences

Appendix G: Table 7 Characteristics of Left-Brain & Right-Brain Thinking

Appendix H: Table 8 Differences Between Male & Female Brains

Appendix I: Table 9 Concept Map for Differentiating Instruction

Appendix J: Table 10 Brain-Based Gender Differences in Early Learning

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APPENDIX A: Table 1
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Table 2

APPENDIX B: Table 2
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APPENDIX C: Table 3
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APPENDIX D: Table 4
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APPENDIX E: Table 5
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APPENDIX F: Table 6
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http://omaha.net/articles/right-brain-left-brain

What Are Characteristics of Left-Brain and Right-Brain Thinking?

Left (Rational) Right (Intuitive)

Responds to verbal instructions Responds to demonstrated instructions

Problem-solves logically Problem-solves with hunches

Looks at differences Looks at similarities

Is planned and structured Is fluid and spontaneous

Prefers established, certain information Prefers elusive, uncertain information

Prefers talking and writing Prefers drawing and manipulating objects

Prefers multiple-choice tests Prefers open-ended questions

Controls feelings Free with feelings

Prefers ranked authority structures Prefers collegial authority structures

Source: http://www.web-us.com/brain/right_left_brain_characteristics.htm

APPENDIX G: Table 7
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GENDER DIFFERENTIATION IS ONLY A STARTING POINT.

MALE AND FEMALE BRAINS

The different sides of the brain have different functions.
LEFT BRAIN
language
logic
mathematics
analytical thinking
shaping of ideas
sequencing
fine motor skills
timing RIGHT BRAIN
visual
perspective
spatial awareness
creative & imaginative functions
emotions
tone
quality of sound
facial recognition
The above applies to the majority of right-handed people.
In left-handed and ambidextrous people the functional specialisation is different: sometimes this is
simply a swap-over - but may also be a more complex sharing of functions.
Males generally have more-developed right hemispheres - which disposes them towards spatial tasks
such as map-reading or interpreting technical drawings. Females generally have more-developed left
hemispheres - which is probably why they learn to speak earlier than males and are often more adept
at languages. Females are also better at fine motor control, which probably accounts for their
generally superior handwriting skills.

APPENDIX H: Table 8

Source: http://www.brainboxx.co.uk/a3_aspects/pages/LSgender.htm#lang
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APPENDIX I: Table 9

Source: http://www.docstoc.com/docs/47618176/A-Concept-Map-for-Differentiating-
Instruction

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APPENDIX J: Table 10

Source: http://www.docstoc.com/docs/74881542/BRAIN-BASED-GENDER-DIFFERENCES-IN-
EARLY-LEARNING
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