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Gender Differences

Gender Differences. Independent Living. Early Childhood. All children are “relatively” androgynous before they are born Current U.S. culture (like most societies) has stereotypical assumptions about people based on gender

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Gender Differences

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  1. Gender Differences Independent Living

  2. Early Childhood • All children are “relatively” androgynous before they are born • Current U.S. culture (like most societies) has stereotypical assumptions about people based on gender • Parents and “society” usually treat children in gendered ways: names, colors, clothing, behaviors, etc. • What do baby girls wear? • What do baby boys wear?

  3. Girls • In general, • Parents talk to girls more than boys • Hold girls more • Treat girls more gently • Pick up girls more when they cry • Keep girls closer to the parent • Focus on appearance for complements • Sexually abuse girls more than boys

  4. Boys • In general, • Parents let boys cry longer • Give boys more freedom • Give boys less attention • Play more roughly with boys • Focus on boy’s activities for complements • Yell at, punish, hit and physically abuse boys more

  5. Rules of life • Underlying (unspoken) rules of life for current U.S. dominant culture: • Females: Everyone should take responsibility for everyone else (interdependence) • How do we label independent women? • Males: Everyone should be responsible for themselves (independence) • So a woman may be taking care of herself and her husband, but who is taking care of her?

  6. Adolescence • Gender role traditional students- (Feminine Females & Masculine Males) • False stereotype that all females are feminine and all males are masculine. • Mixed results in the research: • More positive peer relations for moderate levels of traditional behaviors. • Uncertain effect on self esteem (depends on study), better for masc. boys than feminine girls. • Hyper-masculine boys and hyper-feminine girls typically have difficulty with relations with peers

  7. Non-Traditional Gender (Feminine Males, Masculine Females, and Androgynous Females and Males) • Increased ridicule and bullying by peers • Especially against feminine boys • Lower self esteem, increased shame for boys • Higher level of depression and suicide (especially if gay) • Self esteem and agency higher for masculine and adrogynous female adolescents

  8. Masculine Speaking Style • Autonomous • Parallel communication • Competitive • Focus on tasks and ideas • Detach feelings and ego

  9. Masculine Style – continued • Responsible for Self • Jump in to conversation • Declarative statements • Aggressive/swearing • Talk others out of feelings • Give few complements and affirmations

  10. Feminine Speaking Style • Connecting • Direct communication • Cooperative • Focus on people and feelings • Integrate feelings and ego

  11. Feminine Style – continued • Responsible for other(s) • Wait for turn or invitation • Qualifiers and tag-on endings • Join others in feelings • Give complements and affirmations

  12. Get With It • Help teens see value in androgyny • Research shows psychologically healthiest adults typically androgynous, also better relationships, think yin and yang.

  13. Girls vs. Boys in School • How are girls treated in school? • How are boys treated in school? • Do different teachers treat students differently?

  14. Brain-Based Teaching Male-Female What are the differences?

  15. Brain-based Teaching The Minds of Girls By adolescence, a girl’s corpus callosum is 25 percent larger than a boy’s. This enable more “cross talk” between hemispheres. Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  16. Brain-based Teaching The Minds of Girls Because of the greater cross talk, girls are able to multitask better than boys. They have fewer attention span problems and can make faster transitions between lessons. Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  17. Brain-based Teaching The Minds of Girls Stronger neural connectors creates better listening skills, more detailed memory storage, and better discrimination among the tones of voice. Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  18. Brain-based Teaching The Minds of Girls A girl’s stronger neural connectors and a larger hippocampus provide greater use of sensory memory details in speaking and writing. Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  19. Brain-based Teaching The Minds of Girls Girls’ prefrontal cortex develops earlier and is larger than boys’. Girls have more serotonin and make fewer impulsive decisions. Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  20. Brain-based Teaching The Minds of Girls With more cortical areas devoted to verbal functioning, girls are better at: sensory memory, sitting still, listening, tonality, mental cross talk, and the complexities of reading and writing. i.e. The very skills and behaviors often rewarded in schools. Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  21. Brain-based Teaching The Minds of Boys Boys have more cortical area devoted to spatial-mechanical functioning and half as much to verbal-emotive functioning. “Honey, why don’t you want to talk about it?” Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  22. Brain-based Teaching The Minds of Boys Spatial-mechanical functioning makes boys want to move objects through the air, such as balls, airplanes, their little sisters, or just their arms and legs. Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  23. Brain-based Teaching The Minds of Boys Boys have less serotonin and less oxytocin, which makes them more impulsive and less likely to sit still to talk to someone. Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  24. Brain-based Teaching The Minds of Boys Boys have less blood flow to the brain and tend to structure or compartmentalize learning. Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  25. Brain-based Teaching The Minds of Boys The more words a teacher uses, the greater chance a boy will zone out. Boys’ brains are better suited to symbols, abstractions, and pictures. Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  26. Brain-based Teaching The Minds of Boys Consequently, boys generally learn higher math and physics better than girls. Boys prefer video games for the physical movement and destruction. And boys get into more trouble for not listening, fidgeting, sleeping in class, and incomplete assignments. Source: Gurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

  27. The Trouble with Boys “Girl behavior becomes the gold standard. Boys are treated like defective girls.” Dr. Michael Thompson PBS Series Author of “Raising Cain”

  28. Girls Feel It, Too. Dove Campaign for Real Beauty Videos: “Onslaught” & “Evolution”

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