their differences and how it effects discipline and academic development boys and girls presented...

Their Differences and How it Effects Their Differences and How it Effects Discipline and Academic Discipline and Academic

DevelopmentDevelopment

BOYS and GIRLSBOYS and GIRLS

Presented by: Michael Nuth

School Psychologist

Sex Differences 2

OBJECTIVESOBJECTIVES

Look at the Evolution of Sex DifferencesLook at the Evolution of Sex Differences Discussion of Brain FeaturesDiscussion of Brain Features Gender Differences in Brain DevelopmentGender Differences in Brain Development Effects of Development on Discipline StylesEffects of Development on Discipline Styles Effects of Development on Academic StylesEffects of Development on Academic Styles Effects of Development on Affective StylesEffects of Development on Affective Styles

Sex Differences 3

Historical PerspectiveHistorical Perspective

100,000 years

◊Homo Sapians dominant homid

◊12,000 -15,000 yearsAnimals Domesticated

◊

12,000 - 10,000 yearsCities founded

◊◊◊

Present Day

150-200 years ago-Industrial Revolution 60 - 70 years ago-Mandatory Attendance Laws in all States

Sex Differences 4

Men’s Roles:Men’s Roles:

Role of Men and WomenRole of Men and WomenBefore the Agrarian CultureBefore the Agrarian Culture

Women’s Roles:Women’s Roles:

HunterHunterShepardShepardWarrior/ProtectorWarrior/ProtectorInitiator to ManhoodInitiator to ManhoodBuilder (later)Builder (later)

GathererGathererBearer of ChildrenBearer of ChildrenNurturer of ChildrenNurturer of ChildrenInstructor to Young Instructor to Young

Children in the Children in the Culture/SocietyCulture/Society

Sex Differences 5

Skills to be SuccessfulSkills to be SuccessfulBefore the Agrarian CultureBefore the Agrarian Culture

MenMen Visual AlertnessVisual Alertness Auditory AlertnessAuditory Alertness Good Spatial Location Good Spatial Location

SkillsSkills Use of Non-Verbal Use of Non-Verbal

CommunicationCommunication Focus on the GoalFocus on the Goal

WomenWomen Auditory AlertnessAuditory Alertness Organizational SkillsOrganizational Skills Good Communication Good Communication

SkillsSkills Ability to Control/Express Ability to Control/Express

Emotions in Acceptable Emotions in Acceptable MannerManner

Focus on the Interaction Focus on the Interaction Between IndividualsBetween Individuals

Sex Differences 6

Physical Differences in the Brain Physical Differences in the Brain between Males and Femalesbetween Males and Females

•Amygdala* •Corpus Callosum * •Occipital Lobe

•Basal Ganglia •Frontal Lobe •Parietal Lobe

•Brain Stem •Hippocampus •Pituitary Gland

•Broca’s Area* •Left Hemisphere* •Right Hemisphere*

•Cerebellum •Limbic System* •Temporal Lobe*

•Cerebral Cortex •Medulla Oblongata •Thalamus

•Cerebrum •Neocortex •Werencke’s Area*

Sex Differences 7

Outside of the BrainOutside of the BrainFrontal View of the HemispheresFrontal View of the Hemispheres

Caudate nucleus

Thalamus

Pons

Cerebellum

Spinal Cord

Brain viewed from the front

Sex Differences 8

Structures of the BrainStructures of the BrainInside of One HemisphereInside of One Hemisphere

Corpus Callosum

Caudate Nucleus Cerebellum

Thalamus

Spinal Cord

Hypothalamus

Sex Differences 9

Resting StatesResting States

Sex Differences 10

Functions of the PituitaryFunctions of the Pituitary

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Limbic System and Brain StemLimbic System and Brain Stem

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Mediation through the ThalamusMediation through the Thalamus

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•Dopamine •Peptids (Cortisol)

•Estrogen •Progesterone

•Melatonin •Serotonin

•Neurotransmitters •Testosterone

•Oxytocin •Vasopressin

Chemical Differences in the Brain Chemical Differences in the Brain between Males and Femalesbetween Males and Females

Sex Differences 14

Summary of the Main Differences In Brain Summary of the Main Differences In Brain OrganizationOrganization

•Function •Location •Summary

•Language

•Men: Left Hemisphere-Front • and Back

•More Diffuse

•Women: Left Hemisphere-• Front

•More Specific

•Defining Words

•Men: Left Hemisphere-Front • and Back

•More Specific

•Women: Left and Right • Hemispheres-Front • and Back

•More Diffuse

•Visuo-spatial Perception

•Men: Right Hemisphere •More Specific

•Women: Right and Left • Hemispheres

•More Diffuse

•Emotions•Men: Right Hemisphere •More Specific

•Women: Right and Left• Hemispheres

•More Diffuse

Sex Differences 15

•Males •Females•Prebirth

Brains are the same the first 6 weeks of development [Except: approx 57 genes involved with development are different and higher Maternal

Serum HCG up to 3x higher in first three weeks good predictor of male birth]

Cortex develops slower More lateralized Less flexible 10% larger mass than girls Corpus Callosum is smaller

Cortex develops faster Less lateralized More flexible 10% smaller mass than boys Corpus Callosum is larger

•Infancy Prefers mechanical toys looks at an object for shorter periods At 4 months cannot distinguish faces in photos Better narrow vision & depth perception Less able to recognize emotional nuances

Prefers soft cuddle toys Looks at objects for longer periods At 4 months can distinguish faces in photos Better peripheral vision Better able to recognize emotional nuances

Developmental Differences in Brain Maturation*

*from Boys and Girls Learn Differently (Gurian, 2001)PrebirthPrebirth

Sex Differences 16

•Males •Females•Toddlers

Speaks first word later By 4 years of age 99% of speech is intelligible Less able to multitask Greater interest in exploring Greater muscle mass Better auditory memory More likely to ignore voices, even parents More physically active Hears better in the right ear

Speaks first word earlier By 3 years of age 99% of speech is intelligible More able to multitask Does not roam as freely as boys Greater concentration of fatty tissue Better visual memory Less likely to ignore voices, especially those familiar Hears well in both ears

•Preschool/Kindergarten More focused hemisphere specialization Playground activities involve a larger area, more running activity and game play that is rough, vigorous, competitive and aggressive

Greater cross talk between hemispheres, more diffusePlayground activities involve smaller spaces and games tend to be more cooperative


*from Boys and Girls Learn Differently (Gurian, 2001) Toddlers/PreschoolToddlers/Preschool

Sex Differences 17

•Males •Females

•Preschool/Kindergarten (con’t) Both pick same gender for friends

Newcomers ignored until prove their worth Stories filled with excitement and action, victims often ignored Primary interest s are usually objects or things Take 30 seconds to say good-bye to mom Express emotion through actions Less sensitive to social or personal content Less attention span and empathy

Newcomers greeted warmly Stories pay attention to human dynamic interaction, concern with victim’s feelings Primary interests are people and relationships Takes 90 seconds to say good-bye to mom Expresses emotions through wordsMore sensitive to social or personal content Greater attention span and more empathy


*from Boys and Girls Learn Differently (Gurian, 2001)

Preschool/KindergartenPreschool/Kindergarten

Sex Differences 18

•Males •Females•Grades 1 thru 3

• Better at tests requiring circling an answer

• Hypothalamus - Keeps hormone levels even• Better general math skills• Longer to acquire reading mastery• Better at 3-dimensional reasoning• More rule bound• More able to separate emotions from reasoning

Better at tests that require listening to questions read Hypothalamus - Fluctuates hormone levels Better verbal ability Reads better and sooner than boys Better at grammar and vocabulary Less bound by arbitrary rules Less able to separate emotion from reason

•Grades 4 thru 6• Hormone levels begin to increase at 10 years• Focused on action, exploration and things• Better at map reading & deciphering directions

• Better at chess• Solves math problems without using language• Enjoys to channel surf

Hormones increase at an earlier age Focused on relationships & communication Better at fine motor skills & coordination for fine motor tasks Better at foreign languages Solves math problems with the use of language Watches one program for longer periods


*from Boys and Girls Learn Differently (Gurian, 2001)Grades 1 thru 6Grades 1 thru 6

Sex Differences 19


•Males •Females

• Testosterone develops body at a ratio of 40% protein to 15% fat• Testosterone is an aggression -inducing chemical

•When talkative in class, often attention seeking• 50% more likely to be held back a grade than 8th grade girls•More likely to be victim of physical abuse

Estrogen develops body at a ratio of 23% protein to 25% fat Estrogen generates greater activity in the brain (during 1st phase of menstruation, increased concentration) When quiet in class, often confident 50% less likely to be held back a grade than 8th grade boys More likely to be the victim of sexual abuse Hypothalamus functions to fluctuate levels based on a twenty-eight-day cycle

Middle SchoolMiddle School

*from Boys and Girls Learn Differently (Gurian, 2001)

Sex Differences 20*from Boys and Girls Learn Differently (Gurian, 2001)


•Males •Females

• Concentration on things directed at career considerations• Social acceptance based on physical strength and athleticism• More likely involved in criminal behavior• Social hierarchies tend to be stable• Achieve greater academic success after puberty• Bullies still popular among peers• Jocks more sexually active than male peers•If involved in school athletics more likely to get better grades and go to college (also more likely to drink and try drugs• Graduated at lower levels than girls in high school and college• Less likely to suffer episodes of depression• Performance on writing exams less affected by biological cycles

Concentration on more intimate personal relationships Social acceptance based on peer relationships and beauty Less likely involved in criminal activity Social hierarchies tend to be fluid

Bullies among girls unpopular Jocks less sexually active than girl peers Less likely to become pregnant if involved in school activities Steroid use among girls up 100% since 1991 Graduated higher levels of girls in both high school and college More likely to suffer episodes of depression Performance on writing exams drop by as much as 14% during menstrual cycleOutperform men in tests of verbal & communication skills

High SchoolHigh School

Sex Differences 21

Gender Differences and AggressionGender Differences and Aggression

“Real men like to fight” Gen. George Patton

“ I enjoy hitting people” Bill Romanowski, linebacker Oakland Raiders 2003

“The surface of a girl fight can be as silent and smooth as a marble”

Rachel Simmons, 2002 Odd Girl Out: The Hidden Culture of Aggression in Girls

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Gender Differences - AggressionGender Differences - Aggression

Different meaning for Males and Females;Aggression for males is competition, dominance, creates a focus

and challenge: in other words - Aggression is FunPerception of Pain: Less sensitive to pain: stress induced analgesia

Aggression for females is not natural. It affects relationships and

does not assist in building or maintaining friendshipsPerception of Pain: Stress may increase the perception of pain in

females; exception pregnancy induced analgesia

Sex Differences 23

Gender Differences - Fighting Gender Differences - Fighting

Males:• More likely to be Physically Aggressive

• Fight is brief , focused

• Often return as friends after short period of time

• More accepted by peers

Females:• More likely to be Verbally Aggressive

• Feelings Last for a long time

• More likely to Disrupt friend-ship groups

• Physical Aggression is less accepted by peers group

Sex Differences 24

Aggression - Educational ImpactAggression - Educational Impact

It is better to structure It is better to structure competitiveness than let boys competitiveness than let boys find their own (Dodgeball, find their own (Dodgeball, Capture the Flag, etc.)Capture the Flag, etc.)

Competitive sports - either team Competitive sports - either team or individual sportsor individual sports

It’s better than video games It’s better than video games

Boys who bully:Boys who bully:– Have few friendsHave few friends– Usually act aloneUsually act alone– Are usually doing poorly in schoolAre usually doing poorly in school– Don’t know the victimsDon’t know the victims

Girls who bully:Girls who bully:– Have many friendsHave many friends– Are highly socially skilledAre highly socially skilled– Act in groups to isolate a single girlAct in groups to isolate a single girl– Are doing well in schoolAre doing well in school– Know the girl they are bullyingKnow the girl they are bullying

Structure Competition Bullying

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DisciplineDiscipline Gender Rule for Positive Discipline:Gender Rule for Positive Discipline:

– For girls twelve and under and boys fourteen and under:For girls twelve and under and boys fourteen and under:

» Don’t ask. TellDon’t ask. Tell– Use of induction (Helping your child imagine him/herself in the position Use of induction (Helping your child imagine him/herself in the position

of the person being harmed)of the person being harmed)» Works best for girlsWorks best for girls» Used more by mothers with both sons and daughtersUsed more by mothers with both sons and daughters» Victim-oriented induction sometimes works with boys (“Would you Victim-oriented induction sometimes works with boys (“Would you

like it if someone bigger….”)like it if someone bigger….”)– Use of Power Assertion works best for boysUse of Power Assertion works best for boys

» Short brief correction with appropriate punishment (i.e. Natural Short brief correction with appropriate punishment (i.e. Natural Consequences)Consequences)

Sex Differences 26

Age Related Discipline TechniquesAge Related Discipline Techniques Girls - two through four yearsGirls - two through four years

– Firm verbal correction or victim-oriented inductionFirm verbal correction or victim-oriented induction» If not successful then time-out immediately (key to time-out is isolation, i.e. room with the If not successful then time-out immediately (key to time-out is isolation, i.e. room with the

door closed, room away from others, etc.)door closed, room away from others, etc.)» Rule of thumb - one minute for each year of ageRule of thumb - one minute for each year of age

Boys - two through five yearsBoys - two through five years– Induction doesn’t work well for this ageInduction doesn’t work well for this age

» Start with verbal correction then straight to time-outStart with verbal correction then straight to time-out» May need to repeat or lengthen time-out ( perhaps doubling time given to a girl)May need to repeat or lengthen time-out ( perhaps doubling time given to a girl)» Mild corporal punishment (one or two spanks) might be appropriate (never in anger)Mild corporal punishment (one or two spanks) might be appropriate (never in anger)

Girls - four through eight and Boys - five through tenGirls - four through eight and Boys - five through ten– Use all the techniques used for younger childrenUse all the techniques used for younger children– Add: Withdrawal of PrivilegesAdd: Withdrawal of Privileges

» Make the withdrawal reasonable; try to think of them before you use themMake the withdrawal reasonable; try to think of them before you use them» Do not reverse or negotiate disciplinary actionsDo not reverse or negotiate disciplinary actions

Negotiation undermines the ideas that the rules of good behavior are fixedNegotiation undermines the ideas that the rules of good behavior are fixed Negotiation “subverts the process of Negotiation “subverts the process of moral internalization, moral internalization, the process children the process children

internalize right and wrong and affirm it on their own”internalize right and wrong and affirm it on their own”

Sex Differences 27

Age Related Discipline TechniquesAge Related Discipline Techniques Girls - nine through fourteen yearsGirls - nine through fourteen years

– Firm verbal correction or victim-oriented induction and time-out don’t work as wellFirm verbal correction or victim-oriented induction and time-out don’t work as well– Behaviors may be the result of the behaviors of girls in her groupBehaviors may be the result of the behaviors of girls in her group

» Know her group and her position in the groupKnow her group and her position in the group» Keep in contact with the parents in her peer group, Discipline in isolation from Keep in contact with the parents in her peer group, Discipline in isolation from

the group does not work effectively.the group does not work effectively.» If there is a problem with a peer group find another one for herIf there is a problem with a peer group find another one for her

Boys - ten through fifteen yearsBoys - ten through fifteen years– If you used corporal punishment in the past, it no longer worksIf you used corporal punishment in the past, it no longer works– Modified induction starts to work at this ageModified induction starts to work at this age

» Don’t ask “How would you feel if….” Instead ask “what would you do if….”Don’t ask “How would you feel if….” Instead ask “what would you do if….”» Boys this age are not in touch with or connected to their feelings as well as girlsBoys this age are not in touch with or connected to their feelings as well as girls

Girls - fourteen through eighteen and Boys - fifteen through eighteenGirls - fourteen through eighteen and Boys - fifteen through eighteen– Teenagers consider themselves autonomousTeenagers consider themselves autonomous– Parents of children’s peers have different acceptances of what is permittedParents of children’s peers have different acceptances of what is permitted– Therefore: Therefore: Assert your AuthorityAssert your Authority and and Pick your BattlesPick your Battles

Sex Differences 28

Risk TakingRisk Taking

Risky or dangerous behavior Risky or dangerous behavior trigger responses in the autonomic trigger responses in the autonomic nervous systemnervous system

Gives males a “pleasurable Gives males a “pleasurable response”response”

In risk taking activities males more In risk taking activities males more likely to overestimate their ability; likely to overestimate their ability; Females more likely to Females more likely to underestimate their abilityunderestimate their ability

In risk taking activities males more In risk taking activities males more likely report feeling exhilarated by likely report feeling exhilarated by simulation of a collision while girls simulation of a collision while girls report feeling fearfulreport feeling fearful

Sex Differences 29

Sex, Drugs and Other Risky BehaviorSex, Drugs and Other Risky Behavior

Self Esteem impacts risky behaviorsSelf Esteem impacts risky behaviors- Sex:Sex:

- Males: High self-esteem more likely to be sexually activeMales: High self-esteem more likely to be sexually active- Less likely to be looking to establish relationshipLess likely to be looking to establish relationship- Less cautious regarding sexual interactionsLess cautious regarding sexual interactions- Sees behavior in the context of status Sees behavior in the context of status - Sexual and aggressive urge mediated by testosteroneSexual and aggressive urge mediated by testosterone

- Females: Low self-esteem more likely to be sexually activeFemales: Low self-esteem more likely to be sexually active- More likely looking to establish relationship with high status maleMore likely looking to establish relationship with high status male- Sexual behavior mediated by hormone oxytocinSexual behavior mediated by hormone oxytocin

- Drugs:Drugs:- Males: involves risk, thrill seeking behavior, more peer responseMales: involves risk, thrill seeking behavior, more peer response

- More likely to get drugs from strangersMore likely to get drugs from strangers- Females: involves responding to stress, poor body-image Females: involves responding to stress, poor body-image

- More likely to get drugs from friends or acquaintancesMore likely to get drugs from friends or acquaintances

Sex Differences 30

Addressing Risk-Taking BehaviorAddressing Risk-Taking Behavior For Girls:For Girls:

– Monitor for changes in behavior, both positive and negativeMonitor for changes in behavior, both positive and negative– Decrease emphasis on physical image in environmentDecrease emphasis on physical image in environment– Increase reinforcements that emphasis personal strengthsIncrease reinforcements that emphasis personal strengths– Educate with facts (use balanced, unbiased, noncommercial sources of information, Educate with facts (use balanced, unbiased, noncommercial sources of information,

i.e. National Library of Medicine)i.e. National Library of Medicine) For Boys:For Boys:

– Monitor for changes in behaviorMonitor for changes in behavior– Emphasis that drugs/sex are prohibited and that there are consequencesEmphasis that drugs/sex are prohibited and that there are consequences– Stay involved with your son’s lifeStay involved with your son’s life

» Remove regular opportunities for him to be unmonitored/unsupervisedRemove regular opportunities for him to be unmonitored/unsupervised

“…“…most fifteen-year old boys are not sensible people. They are fifteen-year old most fifteen-year old boys are not sensible people. They are fifteen-year old boys.”boys.”

Leonard Sax, M.D. Leonard Sax, M.D. Why Gender MattersWhy Gender Matters

Sex Differences 31

Academic AchievementAcademic Achievement

Sequence of brain development is gender specificSequence of brain development is gender specific– Boys - areas involved in targeting and spatial memory Boys - areas involved in targeting and spatial memory

mature about four years earlier for boys than girlsmature about four years earlier for boys than girls– Girls - areas involved in language and fine motor skills Girls - areas involved in language and fine motor skills

mature about six years earlier for girls than boysmature about six years earlier for girls than boys Full brain maturity is around age thirtyFull brain maturity is around age thirty

“ “Sex differences in childhood are larger and more important Sex differences in childhood are larger and more important than sex differences in adulthood”than sex differences in adulthood”

Leonard Sax, M.D. Leonard Sax, M.D. Why Gender MattersWhy Gender Matters

Sex Differences 32


Relationship with teachers:Relationship with teachers:– Girls - in general are more concerned with pleasing their teachersGirls - in general are more concerned with pleasing their teachers

» Will seek to affiliate with the teacher and give more weight to their opinionWill seek to affiliate with the teacher and give more weight to their opinion» Will generalize the meaning of their failures as indicating that they disappointed adultsWill generalize the meaning of their failures as indicating that they disappointed adults» Are more likely to do their homework even when not interestedAre more likely to do their homework even when not interested

– Boys - less likely to seek affiliation with teacher. In secondary grades affiliation looks “geekish”Boys - less likely to seek affiliation with teacher. In secondary grades affiliation looks “geekish”

» Tend toTend to view failures as specific to the subject areaview failures as specific to the subject area» Lack of concern with teacher as role model, but source of informationLack of concern with teacher as role model, but source of information

Friendship styles:Friendship styles:– Girls - Friendship is face to faceGirls - Friendship is face to face

» Conversation central to friendships at all agesConversation central to friendships at all ages» ““Self-disclosure” is an very important part of friendshipSelf-disclosure” is an very important part of friendship» Under stress looks for friends for supportUnder stress looks for friends for support

– Boys - Friendship is shoulder to shoulderBoys - Friendship is shoulder to shoulder» Usually involve sharing a common interest or activityUsually involve sharing a common interest or activity» Do not share innermost feelingsDo not share innermost feelings» Under stress usually wants to be left aloneUnder stress usually wants to be left alone

Sex Differences 33


Seeking help from teachers:Seeking help from teachers:– Girls - sees teacher as an ally and a friendGirls - sees teacher as an ally and a friend

» Will look for conversation regarding the problem (face-to-face)Will look for conversation regarding the problem (face-to-face)» Therefore, when working with a girl, smile and look her in the eye when you’re Therefore, when working with a girl, smile and look her in the eye when you’re

helping her with a subjecthelping her with a subject– Boys - will usually seek teacher’s assistance only as a last resort, especially middle and Boys - will usually seek teacher’s assistance only as a last resort, especially middle and

high schoolhigh school» If assistance gives him greater status in another area, may seek helpIf assistance gives him greater status in another area, may seek help» When working with a boy sit down next to him and spread out the material in front When working with a boy sit down next to him and spread out the material in front

of you, so you can both look at the material together (shoulder-to-shoulder)of you, so you can both look at the material together (shoulder-to-shoulder)

Hearing sensitivity:Hearing sensitivity:– Girls hear things at lower volumes (decibels) than boys, so male Girls hear things at lower volumes (decibels) than boys, so male

teachers speaking in a normal voice may be seen as “yelling” and teachers speaking in a normal voice may be seen as “yelling” and female teacher’s normal voice may be to low for a boys thresholdfemale teacher’s normal voice may be to low for a boys threshold

Sex Differences 34


Stress Responses:Stress Responses:– Girls - moderate stress degrades performance on testsGirls - moderate stress degrades performance on tests

» Inhibits growth of neural connections in the hippocampus Inhibits growth of neural connections in the hippocampus » Time constraints increase stress in girlsTime constraints increase stress in girls

– Boys - moderate stress improves performance on testsBoys - moderate stress improves performance on tests» Enhances growth of neural connections in the hippocampus Enhances growth of neural connections in the hippocampus » Fast paced questioning, quick time constraints may energize boys Fast paced questioning, quick time constraints may energize boys

learninglearning

Sex Differences 35

Learning StylesLearning Styles

In looking at the learning styles of the persons we In looking at the learning styles of the persons we teach, we need to be aware of the way we learn teach, we need to be aware of the way we learn because…because…

we more likely teach the easiest way we learnwe more likely teach the easiest way we learn

Sex Differences 36

Learning Style DifferencesLearning Style Differences

BoysBoys Deductive ReasoningDeductive Reasoning

– Start with general Start with general principle then apply itprinciple then apply it

– Understands related Understands related rules as they apply to rules as they apply to the general rulethe general rule

– Do better on multiple Do better on multiple choice tests that you choice tests that you are applying a ruleare applying a rule

GirlsGirls Inductive ReasoningInductive Reasoning

– Begin with concrete Begin with concrete examples and add to examples and add to the basic conceptthe basic concept

– Asking “Give me an Asking “Give me an example” to example” to demonstrate a rule or demonstrate a rule or principle is easier for a principle is easier for a girlgirl

Deductive and Inductive Reasoning

Sex Differences 37


MalesMales Better with abstract Better with abstract

material (without material (without seeing or touching)seeing or touching)– Males do better with Males do better with

math taught on the math taught on the blackboardblackboard

– Males like abstract Males like abstract arguments and moral arguments and moral debatesdebates

FemalesFemales Better with concrete Better with concrete

examples used in examples used in – Using manipulatives Using manipulatives

and objects to teach and objects to teach math concepts and math concepts and principlesprinciples

Abstract and Concrete Reasoning

Sex Differences 38


MalesMales Males produce less Males produce less

words than femaleswords than females During the learning During the learning

process males often process males often work silentlywork silently

Often find coded Often find coded language or jargon language or jargon more interesting to usemore interesting to use

FemalesFemales Produce more words Produce more words

than malesthan males During the learning During the learning

process females use process females use words as they learnwords as they learn

Conceptualize things Conceptualize things in usable, everyday in usable, everyday languagelanguage

Use of Language

Sex Differences 39


MalesMales Not as developed Not as developed

listenerslisteners– Hears less of what is Hears less of what is

saidsaid– Need more logical Need more logical

structured sequencing structured sequencing of materialof material

– Ask for evidence to Ask for evidence to support claimsupport claim

FemalesFemales Better listenersBetter listeners

– Hear more of what is Hear more of what is saidsaid

– More receptive to the More receptive to the details contained in a details contained in a lesson or conversationlesson or conversation

– Less need for Less need for sequencingsequencing

Logic and Evidence

Sex Differences 40


MalesMales More likely boredMore likely bored

– Requires more and Requires more and varying stimulants to varying stimulants to keep them attentivekeep them attentive

– Once bored Once bored » More likely to give up More likely to give up

on learningon learning» More likely to act-out More likely to act-out

in a way to disrupt the in a way to disrupt the classroomclassroom

FemalesFemales Less likely boredLess likely bored

– Better at self-managing Better at self-managing their boredom during their boredom during instruction and other instruction and other aspects of educationaspects of education

– Easier to reengageEasier to reengage

Likelihood of Boredom

Sex Differences 41


MalesMales Use more physical Use more physical

space when they learnspace when they learn– Especially at younger Especially at younger

agesages– This often makes This often makes

males appear rude and males appear rude and impoliteimpolite

FemalesFemales Requires less physical Requires less physical

space than malesspace than males

Use of Space

Sex Differences 42


MalesMales Need more physical Need more physical

movementmovement– Stimulates their brainsStimulates their brains– Manages/relieves Manages/relieves

impulsive behaviorsimpulsive behaviors– 60 second movement 60 second movement

breaks are helpfulbreaks are helpful

FemalesFemales Requires less physical Requires less physical

movement than malesmovement than males– Lower serotonin levels Lower serotonin levels

and lower metabolism and lower metabolism results in little or no results in little or no fidgetinessfidgetiness

Movement

Sex Differences 43


MalesMales Tend to focus on performing a Tend to focus on performing a

task welltask well Not sensitive to emotions of Not sensitive to emotions of

othersothers Pecking order more importantPecking order more important

– Established by size, personality, Established by size, personality, personal abilities and other social personal abilities and other social and personal factorsand personal factors

– More dependent on status as it More dependent on status as it relates to gradesrelates to grades

– Males at bottom secrete more Males at bottom secrete more stress hormone which interferes stress hormone which interferes with learningwith learning

FemalesFemales Easier to master the stages of Easier to master the stages of

cooperative learningcooperative learning Attend to a code of social Attend to a code of social

interactioninteraction Unpopular girls are less likely Unpopular girls are less likely

to experience failure than to experience failure than unpopular boysunpopular boys

– Less dependent on social status as Less dependent on social status as it affects gradesit affects grades

– Lower levels of cortisol (stress Lower levels of cortisol (stress hormone) allowing for greater hormone) allowing for greater focus on intellectual learning focus on intellectual learning compared to emotional and compared to emotional and survival pursuitssurvival pursuits

Sensitivity and Group Dynamics

Cooperative learning is beneficial for all children

Sex Differences 44


MalesMales Rely on pictures for Rely on pictures for

learninglearning In literature discussions In literature discussions

focus is more on author’s focus is more on author’s symbolism and imagerysymbolism and imagery

Tend toward coded info Tend toward coded info like diagrams, graphs and like diagrams, graphs and symbolic textssymbolic texts

FemalesFemales Tend to prefer written Tend to prefer written

texts texts In literature class the In literature class the

focus is more on the focus is more on the emotional workings of a emotional workings of a charactercharacter

Use of Symbolism

Both males and females like pictures.

Sex Differences 45


MalesMales Create structured teamsCreate structured teams Spend less time managing Spend less time managing

the team processthe team process Pick leaders quicklyPick leaders quickly Focus is on the goal(s)Focus is on the goal(s)

FemalesFemales Form looser organized Form looser organized

groupgroup More time on selection of More time on selection of

roles in the processroles in the process The social interaction is as The social interaction is as

important as the taskimportant as the task

Use of Learning Teams

Both males and females benefit from learning teams and group work.

Sex Differences 46

General Teaching Strategies for Greater General Teaching Strategies for Greater Success for MalesSuccess for Males

Give boys a chance to choose Give boys a chance to choose reading materials. Relating to reading materials. Relating to their interests increases their their interests increases their motivation to achieve better motivation to achieve better literacy skills.literacy skills.

Raise the profile of reading at Raise the profile of reading at home.home.

Make assignments authentic Make assignments authentic with real life applications. Let with real life applications. Let boys apply knowledge and skills boys apply knowledge and skills rather than memorizing facts.rather than memorizing facts.

Involve boys deductive Involve boys deductive reasoning skills in presentations.reasoning skills in presentations.

Use the blackboard.Use the blackboard. Boys learn better with games Boys learn better with games

and technology, symbolic text, and technology, symbolic text, diagrams and graphs.diagrams and graphs.

Stimulate the right hemisphere Stimulate the right hemisphere by providing pictures of new by providing pictures of new vocabulary or concepts.vocabulary or concepts.

Clarify more often with boys.Clarify more often with boys. Set time limits, with learning Set time limits, with learning

targets. Use an overhead timer targets. Use an overhead timer with the goal written along side with the goal written along side of it.of it.

Chunk tasks and allow for more Chunk tasks and allow for more break time between crucial break time between crucial learning activities.learning activities.

Sex Differences 47

General Teaching Strategies for Greater General Teaching Strategies for Greater Success for Males Success for Males (con’t)(con’t)

Have boys compete against Have boys compete against themselves-”beat your prior themselves-”beat your prior record”record”

For boys, better learning For boys, better learning involves physical, energetic and involves physical, energetic and concrete activities. Use concrete activities. Use strategies like:strategies like:

–Role-playRole-play–DebatesDebates–InvestigationsInvestigations–Manipulating ObjectsManipulating Objects

Make clear what the results Make clear what the results should look like and give should look like and give examples of responses that earn examples of responses that earn “1”, “2” or “3” points.“1”, “2” or “3” points.

Whenever possible allow boys Whenever possible allow boys to choose from a “menu” of to choose from a “menu” of reading and writing reading and writing assignments.assignments.

Sex Differences 48

Bibliography for Brain-Based Learning Bibliography for Brain-Based Learning BooksBooks

Caine, Renate Nummela and Caine, Geoffrey. Caine, Renate Nummela and Caine, Geoffrey. Education on the edge of possibility.Education on the edge of possibility. Alexandria, Virginia: Association for Alexandria, Virginia: Association for Supervision and Curriculum Development. Supervision and Curriculum Development. 1997.1997.

Dennison, Paul E. and Dennison, Gail E. Dennison, Paul E. and Dennison, Gail E. Brain Brain GymGym. Ventura, California: Edu-Kinesthetics. . Ventura, California: Edu-Kinesthetics. 19891989

Gurian, Michael and Henley, Patricia. Gurian, Michael and Henley, Patricia. Boys and Boys and girls learn differently! Aguide for teachers girls learn differently! Aguide for teachers and parentsand parents. San Francisco, California: . San Francisco, California: Jossey-Bass.2001Jossey-Bass.2001

Gurian, Michael and Ballew, Arlette. Gurian, Michael and Ballew, Arlette. The Boys The Boys and Girls Learn Differently Action Guide for and Girls Learn Differently Action Guide for TeachersTeachers. San Francisco, California: Jossey-. San Francisco, California: Jossey-Bass. 2004Bass. 2004

Hoff Sommers, Christina. Hoff Sommers, Christina. The War Against BoysThe War Against Boys. . New York: Touchstone. 2000New York: Touchstone. 2000

Jensen, Eric. Jensen, Eric. Brain compatible strategiesBrain compatible strategies. Del . Del Mar, California: Turning Point. 1997.Mar, California: Turning Point. 1997.

Jensen, Eric. Jensen, Eric. Introduction to brain-compatible Introduction to brain-compatible learninglearning. San Diego, California: The Brain . San Diego, California: The Brain Store. 1998Store. 1998

Jensen, Eric. Jensen, Eric. Teaching with the brain in mindTeaching with the brain in mind. . Alexandria, Virginia: Association for Alexandria, Virginia: Association for Supervision and Curriculum Development. Supervision and Curriculum Development. 19981998

Kindlon, Dan and Thompson, Michael. Kindlon, Dan and Thompson, Michael. Raising Raising Cain: Protecting the Emotional Life of BoysCain: Protecting the Emotional Life of Boys. . New York: Ballantine Books. 2000New York: Ballantine Books. 2000

Moir, Anne and Jessel, David. Moir, Anne and Jessel, David. Brain SexBrain Sex. New . New York: Dell, 1990York: Dell, 1990

Sax, Leonard. Sax, Leonard. Why Gender MattersWhy Gender Matters. New York: . New York: Doubleday, 2005Doubleday, 2005

Simmons, Rachel. Simmons, Rachel. Odd Girl Out: The Hidden Odd Girl Out: The Hidden Culture of Aggression in GirlsCulture of Aggression in Girls. New York: . New York: Harcourt, 2002Harcourt, 2002

Sousa, David A. Sousa, David A. How the brain learnsHow the brain learns. Reston, . Reston, Virginia: The National Association of Virginia: The National Association of Secondary School Principals, 1995 Secondary School Principals, 1995

Rogers, Lesley. Rogers, Lesley. Sexing the brainSexing the brain. New York: . New York: Columbia University Press. 2001Columbia University Press. 2001

Vernon, Philip A. (ed). Vernon, Philip A. (ed). The neuropsychology of The neuropsychology of individual differencesindividual differences. San Diego, California: . San Diego, California: Academic Press. 1994Academic Press. 1994

Sex Differences 49

Bibliography for Brain-Based Learning Bibliography for Brain-Based Learning and Single Sex Education Websitesand Single Sex Education Websites

∆ www.guysread.comwww.guysread.com∆ Education WorldEducation World (then search on Boys Learning Styles) (then search on Boys Learning Styles)∆ www.ncedl.orgwww.ncedl.org <National Center for Early Development <National Center for Early Development

and Learning>and Learning>∆ www.nces.ed.govwww.nces.ed.gov <Digest of Educational Statistics><Digest of Educational Statistics>∆ www.nih.gov www.nih.gov <National Institute of Health><National Institute of Health>∆ www.nimh.govwww.nimh.gov <National Institute of Mental Health><National Institute of Mental Health>∆ www.singlesexschools.orgwww.singlesexschools.org <National Association for <National Association for

Single Sex Public Education>Single Sex Public Education>

Sex Differences 50

Bibliography for Education WebsitesBibliography for Education Websites

∆ www.aauw.orgwww.aauw.org <<American Association of University Women>American Association of University Women> ∆ www.graphic.orgwww.graphic.org < The Graphic Organizer>< The Graphic Organizer>∆ www.ica-usa.orgwww.ica-usa.org <ICA Rite of Passage Journeys><ICA Rite of Passage Journeys>∆ www.thinkingmaps.comwww.thinkingmaps.com <Innovative Learning Group><Innovative Learning Group>∆ www.patnc.org www.patnc.org <Parents as Teachers National Centers><Parents as Teachers National Centers>∆ www.score.k12.ca.uswww.score.k12.ca.us <<Schools of California Online Resources for EducationSchools of California Online Resources for Education>>

∆ www.ed.govwww.ed.gov <U.S. Department of Education> <U.S. Department of Education>

Sex Differences 51

BOYS and GIRLSBOYS and GIRLS

Questions and Discussion

their differences and how it effects discipline and academic development boys and girls presented...

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