Gender Achievement Gap

Running Head: The Gender Achievement Gap 1

The Gender Achievement Gap
Clint Overstreet

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The No Child Left Behind Act requires that states bring students up to the "proficient" level on state tests and individual schools have to meet state “adequate yearly progress.” This mandate targets not only all “typical” students, but students from all demographics. With this factor of accountability, as well as school success, many researchers have studied the gap in educational achievement and how these gaps can be lessened. The most noted gaps in academic success include the areas of gender, socioeconomic status, race, students with disabilities, and ethnicity (2001).
Gender has been one of the areas in which the notable gap in achievement has been studied. Researchers have studied this trend for many years. They attribute this discrepancy in gender achievement to a number of various factors. Possible influences in this gap include: culture, biological factors, theories in gender behavior, and school attitudes and factors (2008). The longtime concern regarding the role gender plays in academic success has been the grounds for numerous studies around the globe.
Our culture has strong imbedded ideals on the role of males and females. Although, changes in these roles continue to evolve there continue to be underlying ideals and behaviors, which are often unintentional, which dictate how we view the two genders. A study entitled, “Children’s Early Approaches to Learning and Academy Trajectories Through Fifth Grade, “found that “….. gender differences in achievement have been detected consistently in the (testing center) with the girls trailing boys in math and boys lagging behind girls in reading.”

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The article suggests that a significant factor in their findings may be contributed to children’s early socialization experiences where, “parents tend to provide boys with more math-related materials” whereas, compared to boys, “….girls spend more time reading and tend to be more interested in language and literacy.” Supporting this theory, researchers from the University of Michigan (Chavez) found that parents (unintentionally) tend to provide their male children with toys and books that are math and science related. Society’s views on gender behavior is evident for example as parents and children alike are guilty of being more accepting of a female student displaying emotion while reading or writing of piece of literature. However, a male student could be ridiculed or teased by peers by displaying the same emotions.
Additionally, University of Michigan researchers found that educational providers also tend to play a role in the discrepancy between male and female academic performance. Researchers found that educators “unknowingly” expect male students to answer questions within the classroom. Teachers often provide male students with motivation to “compete” with other students. This motivation lends to the innate need of males to dominate and succeed.
In contrast teachers unintentionally tend to motivate female students to be more “creative” and therefore push them more in the academic area of reading and writing. Society often depicts creative play, interest in writing and reading as attributes which girls possess. In maintaining the masculine theme society has embedded, many boys are not encouraged to participate or expected to excel in this subject area. 4

Society and culture not only play a part in the differences in academic achievement between male and female students but also in the expectations in acceptable behavior. Families and society tend to expect and accept that boys will be more rambunctious and energetic. Often male students tend to become more easily distracted, have difficulty sitting still in their seats, more energetic, and are notably more vocal than female students. These characteristics are often discussed by educators and families and it tends to be accepted “boyish” behavior. On the other hand, females are likely expected and encouraged to behave “lady-like”. Only if considered a “tomboy” should girls be loud and rowdy. Rather, females are much more quiet and subdued than their male counterparts.
Many educators have also voiced concern regarding the distraction caused by same sex students attending classes together. Studies completed by Forgasz and Janelle (2012) in the area of mathematics found that although both male and female students attending single sex schools scored higher than those schools with both male and female students, male students obtained higher scores in comparison to female students also attending same sex schools. The same study also noted that while the difference in all scores were higher than same sex schools the majority of the schools studied were private schools in which a tuition was mandatory for attendance. Although not included in the subject of this paper considering this factor one must not look over the socioeconomic effect on the scores of both sexes.
Identifying the contributing factors of the gap in achievement does not completely provide us with the tools to lessen the disproportion in scores. We must recognize that there 5

remain many factors which make it difficult to extinguish the problem.. One of these factors is that of culture. Society today is one of diverse cultures living within the same areas, attending the same schools. Many cultures do not value female education to the same importance of that of male children. Therefore, the same support, encouragement, and practice is often not provided for both genders. Socio-economic issues can play a huge role in student success as education may not be deemed as necessarily valuable. Children living in lower income societies may have beliefs regarding the role of men and women. These deeply ingrained beliefs can contribute to how importantly they view many aspects of education. For example, it may not be encouraged for boys to spend a great deal of reading or writing. However, having a daughter who enjoys reading may not be viewed as out of the ordinary.
Biological factors have also been debated as a contributor to the gender achievement gap. An article published in the Australian Journal of Education theorizes that “These explanations propose that gender differences in behavior, skills, and cognitive abilities are determined by the biological factors such as brain organization, hormones, and genetics, and that these biologically determined differences in behavior and abilities are responsible for the gender differences in educational achievement. For example, fluctuations in testosterone in males and estrogen in females were correlated with performance on a range of tests of cognitive ability.” 6

Regardless of the noted studies it is unrealistic to assume that a single factor is directly responsible for the gender gap between the two sexes. Despite the cause, as an educator, one must consciously attempt to provide both male and female students with the tools and knowledge to be successful in all academic areas regardless of their gender.
The Intercultural Development Research Association has developed a list of goals to address educational equity. The six goals and descriptions are as listed:
Goal 1: Comparably high academic achievement and other student outcomes
As data on academic achievement and other student outcomes are disaggregated and analyzed, one sees high comparable performance for all identifiable groups of learnings, and achievement and performance gaps are virtually non-existent.
Goal 2: Equitable access and inclusion
The unobstructed entrance into, involvement of and full participation of learners in schools, programs and activities within those schools.
Goal 3: Equitable treatment
Patterns of interaction between individuals and within an environment characterized by acceptance, valuing , respect, support, safety, and security such that students feel challenged to become invested in the pursuits of learning and excellence without the fear of threat, humiliation, danger or disregard.

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Goal 4: Equitable opportunity to learn
At minimum, the creation of learning opportunities so that every child, regardless of characteristics and identified needs is presented with the challenge to reach high standards and are given the requisite pedagogical, social, emotional and psychological supports to achieve the high standards of excellence that are established.
Goal 5: Equitable resources
Funding, staffing and other resources for equity-based excellence that are manifested in the existence of equitable assigned qualified staff, appropriate facilities, other environmental learning spaces, instructional hardware and software, instructional materials and equipment, and all other instructional supports, are distributed in an equitable and fair manner such that the notion that all diverse learners must achieve high academic standards and other school outcomes become possible.
Goal 6: Equitable shared accountability
The assurance that all education stakeholders accept responsibility and hold themselves and each other responsible for every learner having full access to quality education, qualified teachers, challenging curriculum, full opportunity to learn, and appropriate, sufficient support for learning so they can achieve at excellent levels in academic and other student outcomes.

There are several areas contributing to the achievement gap which educators can execute some extent of control. Schools can take proactive steps to address those influences through

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staff development, appropriate resources, personalized teaching experiences, rigorous standards, and connection with home and the community. Staff development opportunities provide educators with support related to their classroom needs. As noted earlier, observance indicates that, unintentionally, teachers call on male students to answer questions, expect them to be more competitive, accept that they are often more outspoken, and anticipate that they will excel in specific subjects such as math and science. Professional development can provide teachers with the tools to be more aware of their attitudes toward students and allow for strategies to delineate those behaviors as well as expect high quality work in all subjects from both male and female students. Workshops can also promote and instill methods in which educators can use to encourage and lead students into non-traditional areas of interest. Secondly, all classrooms and students should have access to adequate resources and materials in the learning environment. Students should have the same access to all sources of technology, written material, academic courses, and other educational resources. Allocations and funding should be divided in a way that this fair to all students and individual needs.
Just as teachers teach differently – students learn differently. Instruction should be delivered not just through lecture. Rather, instruction should be delivered in multiple modes to allow for different learning styles. For years it has been noted that some individuals are “hands on” learners, visual learners, auditory learners, etc. However, more often than not we see 9

instruction that is delivered through lecture and pencil and paper activities. Students require differentiated learning that is specific to their needs and learning styles.
Educators also need to hold all students to a high level of achievement. Educational standards must be rigorous for all students. That is, all goals must be demanding and place high expectations on all students. Goals for potential success should not be limited due to a students’ gender. Instead, teachers need to be encouraged and determined to get the most out of each of their students.
Lastly, schools and teachers need to encourage and invite the community and parents into the schools allowing them the opportunity to be a part of their children’s education. Parents need to be aware of what their children are doing in the school, what achievements are expected, and what they can do to help their child. In accordance educators need to be aware of what parents expect from the school and what they can do to better educate their students.

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References
The Achievement Gap in the United States. (2001). Retrieved April 17, 2014, from http://en.wikipedia.org/wiki/Achievement_gap_in_the_United_States Schoenherr, N. (March 3, 2004).
Chavez, Gisela. The Influence of Gender on Achievement Motivation of Students. N.p.: eHow, n.d. N. pag. Web. 19 Apr. 2014. <http://www.ehow.com/print/info8785381.influence-gender-achievement-motivation-study>.
Forgasz, Helen J., and Janelle C. Hill. Factors Implicated in Jigh Mathematics Achievement. 11th ed. N.p.: International Journal of Science and Mathematics Education, 2012. 481-99. National Science Council, Taiwan. Web. 14 Apr. 2014
Gibb, S. J., Fergusson, D. M., & Horwood, L. J. (2008). Gender differences in educational achievement to age 25. Australian Journal of Education, 52(1). Retrieved April 20, 2014
International Labour Organization (ILO). 2000. ABC of women workers’ rights and gender equality. Geneva: ILO.
Li-Grining, C. P., Vontruba-Drzal, E., Maldonado-Carreno, C., & Haas, K. (2010). Children 's Early Approaches to Learning and Academic Trajectories Through Fifth Grade. Developmental Psychology, 46(5), 1062-1077. Retrieved April 16, 2014

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Montecel, Maria R. Six Goals of Educaitonal Equity and School Refrom. N.p.: n.p., n.d. Web. 19 Apr.2014.<http://www.idra.org/South_Central_Collaborative_for_Equity/Six_Goals_of_Education_Equity
N.p.: US. Department of Education, 2013. Web. 19 Apr. 2014. <http://www2.ed.gov/programs/equity/index.html>. http://www.ungei.org/resources/files/Gender_Equality_Framework.pdf

References: The Achievement Gap in the United States. (2001). Retrieved April 17, 2014, from http://en.wikipedia.org/wiki/Achievement_gap_in_the_United_States Schoenherr, N. (March 3, 2004). Chavez, Gisela. The Influence of Gender on Achievement Motivation of Students. N.p.: eHow, n.d. N. pag. Web. 19 Apr. 2014. <http://www.ehow.com/print/info8785381.influence-gender-achievement-motivation-study>. Forgasz, Helen J., and Janelle C. Hill. Factors Implicated in Jigh Mathematics Achievement. 11th ed. N.p.: International Journal of Science and Mathematics Education, 2012. 481-99. National Science Council, Taiwan. Web. 14 Apr. 2014 Gibb, S International Labour Organization (ILO). 2000. ABC of women workers’ rights and gender equality Li-Grining, C. P., Vontruba-Drzal, E., Maldonado-Carreno, C., & Haas, K. (2010). Children 's Early Approaches to Learning and Academic Trajectories Through Fifth Grade. Developmental Psychology, 46(5), 1062-1077. Retrieved April 16, 2014 11