1. Gender Differences and Student Learning Yi Du, Christine M. Weymouth, and Kenneth Dragseth Presentation by Tara Newfield, Emily Muller, Joe Rowling, Susan Bush

2. Definition of Terms Gender Role Identity: Beliefs about characteristics and behaviors associated with one sex as opposed to the other Gender Role Identity: Beliefs about characteristics and behaviors associated with one sex as opposed to the other Gender Bias: Different views of males and females generally favoring one over the other Gender Bias: Different views of males and females generally favoring one over the other Gender Schemas: Organized networks of knowledge about what it means to be male and female Gender Schemas: Organized networks of knowledge about what it means to be male and female

3. Purpose Collect evidence on gender difference and its impact on student learning. Collect evidence on gender difference and its impact on student learning. Are there gender differences that have an influence on student development and learning? Are there gender differences that have an influence on student development and learning? Can we find hard evidence of gender differences in the classroom and school? Can we find hard evidence of gender differences in the classroom and school? What are the perceived and real learning differences or developmental differences between males and females? What are the perceived and real learning differences or developmental differences between males and females? Does the school enterprise include behaviors, expectations, and systems that appear to influence student learning and growth? Does the school enterprise include behaviors, expectations, and systems that appear to influence student learning and growth? Is student learning influenced by specific behavior and actions of adults and other students during the schooling process? Is student learning influenced by specific behavior and actions of adults and other students during the schooling process? How can we ensure the education systems customizes the instruction delivered in the classroom and school at large to best meet the needs of both girls and boys? How can we ensure the education systems customizes the instruction delivered in the classroom and school at large to best meet the needs of both girls and boys?

4. Methodology K-12 over 4 years K-12 over 4 years Data on enrollment, participation in programs (special education, gifted, remedial), grades, standardized tests, student surveys on perceptions of academic performance (administered to 6th, 9th, and 12th graders) Data on enrollment, participation in programs (special education, gifted, remedial), grades, standardized tests, student surveys on perceptions of academic performance (administered to 6th, 9th, and 12th graders)

5. Findings Enrollment and programs: Two to three times as many boys than girls in special ed and ADHD data. Two to three times as many boys than girls in special ed and ADHD data. More males in remedial programs. More males in remedial programs. Negligible gender difference in gifted classes. Negligible gender difference in gifted classes. More females on honor role and slightly more girls are National Merit Scholars. More females on honor role and slightly more girls are National Merit Scholars.

6. Findings Standardized Tests: Females better in reading, writing Females better in reading, writing Math is the same in elementary, more male achievement in secondary Math is the same in elementary, more male achievement in secondary More males enrolled in math, science, computer, and economics AP courses More males enrolled in math, science, computer, and economics AP courses More females in history and languages and more females took advantage of resource centers and study halls More females in history and languages and more females took advantage of resource centers and study halls

7. Findings Survey: Asked students to identify their general grade (A, B, C), amount of time they spent on homework, whether they liked school or feel encouraged at school. Asked students to identify their general grade (A, B, C), amount of time they spent on homework, whether they liked school or feel encouraged at school. Girls said they had better grades, spent more time on homework (after 7th grade), liked school more, and felt more encouragement from school Girls said they had better grades, spent more time on homework (after 7th grade), liked school more, and felt more encouragement from school

8. Conclusions Adolescence is a time of epistemological crisis when issues of interpretation come to the fore. The authors said that girls suffer from depression and eating disorders while boys are moody and aggressive. These have an affect on academic performance. Adolescence is a time of epistemological crisis when issues of interpretation come to the fore. The authors said that girls suffer from depression and eating disorders while boys are moody and aggressive. These have an affect on academic performance. Classroom environment and discipline are currently gendered towards girls. Teacher needs to recognize this and focus on discipline techniques for boys and encouragement for boys. They need role models in different subject areas of both sexes (gender role identity.) Classroom environment and discipline are currently gendered towards girls. Teacher needs to recognize this and focus on discipline techniques for boys and encouragement for boys. They need role models in different subject areas of both sexes (gender role identity.)

9. Reflections Administration of survey (perhaps verbal, one- on-one) Administration of survey (perhaps verbal, one- on-one) Focus the purpose (questions and data) towards one area Focus the purpose (questions and data) towards one area Use students from different district, geographical areas Use students from different district, geographical areas Future study involves changing environment and re-testing Future study involves changing environment and re-testing

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