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The Difference Between Girls and Boys in Learning

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THE DIFFERENCE BETWEEN GIRLS AND BOYS 2

Abstract

This research paper examines differences between girls and in learning based on neuroscience

and studies conducted in classrooms throughout the world. Some studies affirm biological and

neurological, as well as environmental causes for differences between girls and boys. Others

argue that the performance gap is exaggerated or imaginary. Through reviewing published and

peer-reviewed studies, which address the question of neurological difference in brain structure

and functions, and subsequently the difference in cognitive functions between boys and girls, I

attempt to analyze the data and formulate a clearer understanding of the issue in spite of the

controversy. Based on overwhelming indications I discuss how the possible differences affect the

classroom, and what practices, applications and solutions may alleviate the problem with the

performance gap, and present possible solutions which can create learning environments and

practices which accommodate the differences and support and enhance learning for both boys

and girls.
THE DIFFERENCE BETWEEN GIRLS AND BOYS 3

The Difference Between Girls and Boys in Learning

Introduction

There is a very active debate happening within the education community regarding the

validity of the latest findings in neuroscience in cognition and subsequently in education.

Especially at the forefront of this debate is the issue of gender differences. The question that is

being debated is whether girls and boys are wired differently, and whether the known differences

in the brain structure and functions according to neuroscience have a bearing on how each

gender learns. Further questions that arise from this concept address the educational gender gap

that is evident in American schools today. Girls are generally scoring higher on standardized

tests, especially in language skills and verbal expression. According to Sousa (2011) the

difference in brain structure between girls and boys results in learning differences. Because the

corpus callosum, which is the neural cable connecting the two hemispheres of the brain is much

thicker in girls. This may explain that girls are better at connecting both hemispheres and using

them together in cognitive processes. Sousa (2011) also stated that the language areas in girls’

brains are denser than in the brains of boys. He added that the amygdala, the part of the brain that

responds to emotional stimulation is larger in boys, thus possibly provide an explanation for the

more aggressive behavior of boys. Another difference in brain structure as cited by Sousa

(2011), the hippocampus, which is responsible for memory formation and consolidation, grows

more in girls than boys during adolescence. He cited this as a plausible cause for girls’ better

language, arithmetic and sequencing skills. Discussing the structural and performance

differences between males and females, Sousa wrote that “[a]lthough no one knows for sure, the

research evidence suggests that the influence of prenatal hormones, natural selection, and

environment could explain these results” (2011, p.183). Some scholars and educators are
THE DIFFERENCE BETWEEN GIRLS AND BOYS 4

attributing this gap to the feminist movement which forced schools to focus on creating girl

friendly educational environments and experiences, and ignoring the needs of boys, thus leaving

them behind on the achievement scale. Nonetheless, the statistics regarding boys’ performance in

schools are alarming. Statistics from the United States Department of Education in 1999 indicate

that boys ages 5-12 are more likely than girls to have repeated a year. The Manhattan Institute’s

statistics for 2006 show that, only 65% of boys who start high school actually graduate,

compared to 72% of girls. Other statistics indicate that boys are disproportionally represented in

Special Education classes at almost 2/3 of students ages 6-17. 82% of those diagnosed with

emotional disorders are boys (U.S.D.E. Office of Special Education programs, 2003). There are

many proponents of the notion of the cognitive gender difference who base their ideas on

neuroscience, as well as opponents of the idea, who contend that those who advocate for the

gender difference concept use simplistic and rudimentary neuroscience to justify their point of

view. In this paper, I will review some of the peer-reviewed literature on both sides of the issue.

In the sampling of literature that came up during my search on the topic, I found more articles

supporting the existence of the gender gap. Taking into consideration what researchers have

concluded on this issue so far, I will address what the impact of these findings have on learning,

and what applications may be useful in the classroom.

Review of the Literature

The first study I reviewed was entitled “Teaching to the Minds of Boys” (King & Gurian,

2006). It was published in Educational Leadership. The purpose of the article is to provide

justification from experiment, that in order to close the achievement gap between boys and girls

in our schools, it is necessary to acknowledge that boys and girls learn differently, and based on

this acknowledgment, introduce changes in the classroom. The article contends that the latest
THE DIFFERENCE BETWEEN GIRLS AND BOYS 5

findings in neuroscience support this notion, and so do results of high stakes testing in our

schools.

The article is a peer-reviewed paper, which describes an action research study. The

article was published in the publication Educational Leadership (King & Gurian, 2006) and is

based on a quantitative study conducted by Douglass Elementary School in Boulder, Colorado.

Educators at Douglass Elementary School noticed a substantial gap in achievement between boys

and girls. Boys consistently scored lower on the state mandated annual standardized Colorado

State Assessment Program (CSAP). In the 2005 tests, boys scored 13 points lower than girls

overall. Whereas boys and girls were almost equal in numbers, boys were disproportionately

overrepresented in the special education program, where they constituted 75% of participants.

This was a confirmation of the existence of the gender gap. When examining the data, teachers

suspected that they were not alone in this situation, so they further examined the results of other

schools, and even went on to scrutinize results from schools all over the world. They found that

boys all over the world are struggling to achieve in schools, and are getting lower grades than

girls. Next, they turned to brain research, and found that the latest findings in neuroscience

confirmed their observations. They found “that recent brain research backed up many of their

intuitions about gender and learning styles” (King & Gurian, p. 56).

The teachers went to work utilizing what they had found out from research relating to the

brain and learning to modify their classrooms to be more boy-friendly. Classrooms were more

fit to the learning preferences of girls, where long periods of sitting and verbal-emotive activities

were more prominent, not accommodating the more impulsive, kinesthetic spatially oriented

learning preference of boys. The article continued to provide concrete examples of how the

educators at Douglass Elementary changed their classrooms and activities to be more conducive
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to boys’ learning. One example which was provided was replacing worksheets to practice

sentence structure with placing cards in the right sequence across the classroom floor, debating

in teams, and competing to get the correct answer. The fact that these cards could be moved

around and students could move around during the activity actually drew the attention of the

boys and got them engaged, and so they were better able to grasp the concepts. The important

observation was that the girls also were energized and motivated by this activity.

Another example was asking students to create storyboards to tell a story instead of

having to write it down on paper. This again was appealing to the spatial-kinesthetic tendencies

of boys. This strategy helped boys’ brains to learn the content. They found that male students did

succeed in learning and improving their reading and writing.

Letting male students choose topics which are of interest to them was also another

successful strategy. By granting boys and girls the freedom to choose topics of interest to them,

they were more interested in reading and writing about these topics. The fact that they wanted to

learn about these topics helped them learn and retain the information. Again, the teachers

concluded that providing these choices improved learning for both boys and girls.

Single-gender grouping within the co-ed classroom was another useful strategy. Boys

working together on books on topics of interest to them, while girls work together on another

project more aligned with their interests resulted in successful learning. While girls preferred

writing about the books they read, boys decided to write a play about their favorite characters,

excited by the kinesthetic aspect of being able to play out these roles. Teachers observed that

both gender looked forward to being back together after enjoying their single-gender group

work.
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The article continued to advocate for purposeful learning. The authors demonstrated

examples of how writing with a purpose and linking writing to real world situations encouraged

boys to excel in writing. Some students wrote papers with an admired athlete or family member

in mind, while others wrote proposals for a new playground, a real life issue important to the

kinesthetic nature of boys. One teacher also suggested that students present their work to a

monthly assembly. By suggesting this, she was able to draw on the competitive nature of boys,

and their recognition-seeking characters. Girls also responded well to this strategy.

The school and teachers also sought out male role models for the boys. “[t]he school

actively encourages men to visit classrooms to share their own writing and to speak about their

favorite books” (p. 60).

The result of this experiment was a resounding success. Douglass Elementary was able to

reverse the achievement gap between boys and girls, which was expressed by a 24.4 percentage

improvement for boys in reading and writing. Girls also improved their achievement by 19

percentage points. The authors concluded their article by emphasizing that although the

strategies implemented at Douglass Elementary School may not be considered revolutionary and

may have been tried before, it is essential that teachers implement such strategies with a keen

understanding of gender science, so that they can be modified and used more effectively. The

authors recommended including the latest findings in gender science to improve learning for

both boys and girls. They also provided some open-ended questions for teachers to ponder in

order to evaluate their environment and their teaching strategies, and to help them provide

learning experiences that are more boy-friendly.

This study has very important implications for the classroom. As stated in the article and

supported by the action research conducted at Douglass Elementary School, adopting strategies
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and techniques that are boy-friendly helped them to substantially close in on girls in terms of

achievement in reading and writing. Girls also benefited from using these strategies, and were

able to improve their performance on the standardized test. Although there are many scholars

who contest the theory of gender differences in learning, there are many indications from

neuroscience and practice that support this theory. Therefore, it is important for educators,

whether they are teachers or administrators to keep abreast of the latest advances in

neuroscience, as it may provide some answers to issues relating to learning in general, and

specifically on the question of gender differences. Considering gender differences would have

great implications for the classrooms. Schools would actually need to introduce changes in the

infrastructure to accommodate larger spaces which allow for greater movement around the

classroom. Technology can also provide very effective learning tools and especially for boys. In

addition, audio-visual aids would need to be redesigned to appeal to the kinesthetic and spatial

preference of boys. As far as the curriculum and teaching strategies are concerned, the

curriculum will need to be redesigned to include accommodations for more spatial and

kinesthetic activities, and to add more purpose and real-life applications. Teachers will need to

be flexible and provide choices for the students. They will also have to design learning activities

in which both genders become more engaged in the learning activities. This may entail that

single-gender grouping be implemented. School districts may also need to study gender issues

further and potentially consider switching to or at least providing the option of single-gender

schools. The study also emphasized the importance of having male role models for boys to look

up to. Schools will need to adopt male mentor programs and make an effort to recruits male

teachers, especially for elementary schools, where male teachers are disproportionately

underrepresented.
THE DIFFERENCE BETWEEN GIRLS AND BOYS 9

The second article I reviewed was entitled “Gender Matters in Elementary Education

Research-Based Strategies to Meet the Distinctive Learning Needs of Boys and Girls” (Bonomo,

V., 2010). It was published in Educational Horizons. The purpose of the article is to assert that

gender makes a difference in cognition in elementary schools. Through reviewing research on

gender differences from the brain-based, sensory perception-based, physical, and biological

perspectives, the author concluded that differences exist and need to be accommodated. She

presented ideas and strategies which can be useful in the elementary classroom.

The author began by dividing the differences between girls and boys into several

categories, namely brain-based, sensory-perception-based, physical and biological. Looking into

the brain-based differences, the author pointed out that in addition to the difference in the size

and weight of the brain, there are differences in the amount of white and gray matter, where

women have more white matter and men have more gray matter. She also cited previous research

which has found that the inferior parietal lobe is generally larger in men than women. She added

that this lobe is engaged in spatial and mathematical skills, and therefore boys perform better in

this area. However, research also indicated that girls fair better in the areas of verbal and written

abilities because the left side of the brain, which handles these functions develops earlier in girls.

She wrote that “[m]ore recent research indicates that the significant difference between girls and

boys is not the brain’s structure but the size and sequence of development in the different regions

of the brain” (Bonomo, 2010, p.258). The author then outlined the differences in a table which

denoted the major differences between the brains of boys and girls. Among the points she made

was the fact that the female brain has 15% more blood flow, facilitating more enhanced

integrated learning. She also pointed out that girls have more cortical areas, thus are more able
THE DIFFERENCE BETWEEN GIRLS AND BOYS 10

in verbal expression, and are more adapted to sensory memory, sitting still, listening and other

functions related to writing, all of which are skills schools emphasize. On the other hand boys’

brains are more adapted to symbols, abstractions and pictures. Therefore, she concluded, in

general boys learn mathematics and physics more easily that girls.

According to the article, the differences also lie in sensory-perception as well. She wrote,

“[s]tudies have found significant differences in the way boys and girls hear, see, and smell”

(Bonomo, 2010, p.259). Girls and boys are drawn to different visuals and also draw with

different focus. Girls focus better on faces and people, while boys focus on objects. As early as

the 1960’s, scientists found that girls hear better than boys, especially higher frequencies, which

is significant in speech discrimination. Another significant difference was the sense of smell,

which is much stronger in girls. As far as physical differences between the genders, the author

stated that females reactions are more governed by the parasympathetic nervous system

responsible for “rest and digest”, whereas boys reactions are more governed by the sympathetic

nervous system, which is responsible for “fight or flight” responses and are mediated by

adrenalin. Therefore, boys may react with excitement and enjoyment when called upon for a

quick answer in class, while girls may hesitate and feel stressed.

Finally the author addressed the biological differences, and as one example she cited a

study which found that even the ideal ambient temperature is 69 F for boys and 75 F for girls.

She commented, “[g]iven that temperature is a factor in attentiveness, and educator should

consider how that might impact late-spring or early-fall afternoon classes” (Bonomo, 2010, p.

261). Based on the previous findings the author recommended that teachers educate themselves

about the differences between girls and boys and incorporate this knowledge into their teaching.
THE DIFFERENCE BETWEEN GIRLS AND BOYS 11

She shared a table which outlined some actions that can be seen in the classroom, taking into

consideration that there can be variations of course.

The author concluded her article by providing strategies for teaching which consider the

gender differences. For boys, she suggested keeping instructions brief, and engaging them in

competitive activities which allow for physical movement. She also recommended that “Lessons

should be kinesthetic and experiential” (Bomono, 2010, p. 263). For girls she recommended

engaging them in group work and in helping the teacher, and providing activities which include

safe risk taking. Girls also react positively to bold colors, so the author recommended using

puzzles and overheads and boards. In conclusion, the author reiterated that significant

differences exist between the genders, mainly brain-based or as a response to brain-based

differences. “[t]he very architecture of the brain and the resultant differences in sensory

perception and physical skills differ markedly between the sexes in the classroom and in society”

(Bonomo, 2010, p.263). She called on teachers to understand these differences in order to

provide a learning environment that respects these differences.

This study represents some indicators for educators. Obviously, educating the educators

about the differences between the genders and how they manifest themselves in the classroom is

paramount. As expected, taking these differences into consideration will mean revamping

curriculum and lesson planning to include choices that match the different skills interest and

traits of each gender. Even temperature settings in the classroom may need to be reviewed in

order to maintain an ambient temperature which is comfortable for girls, yet does not cause boys

to fall asleep in class.

A third article I chose for this paper is entitled “The Early Education of Males: Where

Are We Failing Them?” (Soderman, A.K., &Phillips, M. (1986). The article was published in
THE DIFFERENCE BETWEEN GIRLS AND BOYS 12

Educational Leadership. The authors of this article contended that there are four important

aspects in gender differences. These four factors, namely psychosexuality, brain structure,

developmental maturity, and academic achievement impact how students learn. Based on these

differences, the authors advocated that learning activities should be designed based on this

understanding of the gender difference and in a way that is beneficial to both boys and girls.

The authors began their article by citing statistics which alert to the fact that boys are

disproportionately overrepresented in special education classes, and are retained in the same

grade at a much higher rate than their female counterparts. They attributed this failure to the lack

of understanding and consideration of the differences between boys and girls, beginning at a very

early age.

They presented four aspects of these differences based on studies conducted on children

at the age of five years. Psychosexual differences, which manifest themselves in boys being

more aggressive and rambunctious and girls being more nurturing are caused mainly by three

hormones which affect the brain. These hormones are present as early as in the womb, so both

behavior and the brain are affected. The authors also cited research which indicated that social

factors, such as the glamorization of aggressive behavior through the media emphasizes the

tough and aggressive behavior of boys, and they commented that “it’s becoming more obvious

that most classroom teachers aren’t willing or able to tolerate these behaviors” (Soderman, A.K.,

& Phillips, M., 1986, p. 71).

The second element the authors discussed is structural differences in the brain due to

brain lateralization. They cited research which indicated that girls exhibit earlier left-brain

development resulting in better language skills, whereas boys, because of exposure to the

hormone testosterone in the womb have slower left-hemisphere growth and more right
THE DIFFERENCE BETWEEN GIRLS AND BOYS 13

hemisphere and synaptic development. Boys therefore have more visual-spatial and mechanic-

geometric skills, but the delayed growth of the left hemisphere may also contribute to bigger risk

of learning disabilities.

The third factor is developmental differences, defined by the authors as the general

maturation, at which boys lag behind girls by an average of one to two years. This lag may

cause a problem with boys’ control of eye movement, which is required for most school

activities at an early age. They also found that, “[i]n terms of cognitive development, boys may

lag behind girls anywhere from 6 to 18 months in approaching accelerated stages of thought”

(Soderman, A.K., & Phillips, M., 1986, p. 71).

The fourth factor mentioned in the article is differences in academic achievement. The

authors cited earlier research which showed that the differences in achievement between girls

and boys upon beginning school were at least as much as the differences between younger and

older students. When 792 children in kindergarten were screened in a pilot study, boys

consistently scored lower than girls. The mean for girls was 99 points out of a possible 121,

while the mean for boys was 95.6.

The authors concluded their article by recommending that further thought and study be

dedicated to finding solutions to the issue of gender differences and how to help boys succeed

from an early age. They suggest a restructuring of the early education system, allowing work

with children of different achievement levels. They recommended that “[e]arly childhood

educators must direct more attention to research and revamp early learning environments to

accommodate a wider range of learning differences in children” (Soderman, A.K., & Phillips,

M., 1986, p. 72). They also called for better educational tools that meet the needs of children.
THE DIFFERENCE BETWEEN GIRLS AND BOYS 14

This article draws attention to the fact that the gender differences are reflected in the

school even at a very early age. This means that even daycare and pre-school, as well as

kindergarten education may need to be restructured to make room for these differences.

According to the article, we are shortchanging boys from the very beginning of their academic

careers by holding them to the much more advanced cognitive standards of girls of the same age.

Serious thought will need to be given to early education philosophy so that it is equitable to both

genders.

The fourth article I read on the topic is entitled “Boys and Girls Together: A Case for

Creating Gender-Friendly Middle School Classrooms” (Krommer, D., 2006). This article was

published in Clearing House: A Journal of Educational Strategies, Issues and Ideas. The author

of this article took the position that although there are differences between boys and girls, they

are mainly a social rather than just a biological function. He wrote this article to address the

difficulties for middle school students, as they identify their gender roles as they transition into

adolescense. He advocated gender equity, rather than gender equality, and called on schools and

teachers to create gender-friendly classrooms, where both genders can thrive and learn.

As he described the typical middle school classroom, the author acknowledged that there

are differences between boys and girls. He wrote about the noted 1992 study conducted by the

American Association of University Women, which contended that schools were not fulfilling

the needs of young girls. He continued that when teachers and administrators realized the

situation, changes were introduced, and progress has been made by girls, especially in area of

math and science (AAUW 1998). However he contended that boys have been placed at a

disadvantage because of these policies. The author noted that boys are more likely to drop out of

high school, get in trouble in schools or be in special education classes. He suggested that in
THE DIFFERENCE BETWEEN GIRLS AND BOYS 15

order to be able to address this issue educators needed to learn about the differences between

boys and girls. He said however that, “[t]his is not a call for separate school, for we do not live in

a gender-segregated world” (Krommer, 2006, p.248). He referred to brain theory to explain some

of the differences.

The author mentioned the different brain chemistry as one of the causes, but also

discussed the difference in brain structure. He cited research which suggested that girls mature

faster than boys, which means an increase in myelin, which is a coating that transmits electrical

signals through the nervous system. He wrote that the most important difference however was

that the corpus callosum, which is the system of nerves connecting the left and right hemisphere

of the brain, is 20 percent larger in girls. He questioned,“[i]s this why females seem to be able to

use both sides of the brain in processing information and are able to multitask more efficiently

than males?”(Krommer, 2006, p. 248). He continued that hormonal differences may also cause

males and females to act differently. Testosterone causes boys to act more aggressively and

engage in more risky behavior more than estrogen does for girls. He also contended that because

girls mature earlier than boys, the surge of hormones they experience gives a head start for the

development of the prefrontal cortex, the part of the brain responsible for complex rational

thought. He cited research which suggested that boys are largely right hemisphere dominant, and

therefore are better in visual-spatial tasks such as math, while girls are more able to use both

hemispheres and therefore are better at literacy-related activities.

The author then addressed social differences, and how culture and society assign gender

roles and dictate how each gender should behave. Boys are told to be strong and not show

emotions. According to Krommer (2006), these social messages cause boys not to be able to

understand and control emotions, which may result in destructive behavior. On the other hand,
THE DIFFERENCE BETWEEN GIRLS AND BOYS 16

adolescent girls are expected to behave in certain ways, and are given conflicting messages about

appearance, behavior and sexuality. He asserted that schools which are largely male dominated

in terms of resources and management have also delivered a damaging message to girls.

The author saw the solution in creating classrooms that are friendly to both genders. He

advocated equity, as opposed to equality. Providing both gender-matched and gender-

mismatched activities at different times is the correct approach he asserted, since life in

bigendered, and both boys and girls need to also learn to survive in a gender-mismatched

environment, “… and thus strengthen weaker areas” (Krommer, 2006, p.250). He suggested

using strategies in the classroom which accommodate both genders, allowing space and

movement, and fostering cooperation, and using scaffolding tools such as graphic organizers. He

also suggested providing gender role models and creating a classroom environment that is

gender-neutral. He concluded his article by reaffirming that differences between the genders do

in fact exist, and that it is essential to understand the human brain both physiologically and

environmentally. He cited new information which was beginning to demonstrate that there are

gender differences in the way the brain handles information. He reiterated his position that

instead of considering creating classrooms that focus on one gender, it is better to create

classrooms where some activities favor one gender, while other activities favor the other gender.

He wrote that it is important that some activities reinforce a student’s strengths, and others

strengthen the weak ones.

This article presents a very interesting argument for gender-friendly classrooms. It still

however supports the notion that differences exist and need to be addressed. Implications for

educators would entail raising awareness of these differences and adapting the curriculum and

classroom activities to include gender-matched activities for part of the time, as well as gender-
THE DIFFERENCE BETWEEN GIRLS AND BOYS 17

mismatched activities. Teachers would have to receive professional training in neuroscience and

learning, and fully understand how the brain learns in order to be able to tailor their lessons to

produce the desired outcome.

The fifth article I read is entitled “How Boys Learn” (Gurian & Stevens, 2006). It was

published in Educational Horizons. The authors of this article discussed the differences between

boys and girls in the educational system. They noted that the educational system today tries to

change how the brain of boys work based on the myth of brain plasticity. They affirmed that the

differences between the genders are hardwired into the brain and cannot be changed. They

called on teachers, parents and community to affect a needed change in the educational system to

help boys thrive and succeed in school.

The authors began by asserting that boys are struggling in today’s educational

environment. They asked whether we, as a society should keep trying to change boys to conform

to a gender-blind educational system. This, they said, was a question that is being asked by

teachers, when they see boys underperform in standardized testing, and parents, when they are

confronted with the decision whether to put their son on medication. Next, they attempted to

explain how gender differences are hardwired in the brain. The authors cite research which was

conducted at UCLA, and which showed that gender markers were present in fetal chromosomes

as early as the time of conception. They followed the stages of fetal development in the womb,

and how hormone bombardment of the brain with testosterone and other hormones hardwire the

development of gender in the brain. They confirmed that much of the research “…recognizes the

vast interplay between genetic, hormonal, neural, and social forces” (Durian & Stevens, 2006,

p.89). However, they posited that we are born with our gender identity. They attributed the

differences to possibly creation or millions of years of human evolution. They subsequently

THE DIFFERENCE BETWEEN GIRLS AND BOYS 18

raised the question of whether parents, schools or society can change the gender of the boy’s

brain. They pointed to research which concluded that the gender of the human brain is not

plastic, and therefore cannot be changed. The followed by stating that because parents and

teachers are not aware of this, they think that gender does not matter in education. The authors

continued to call upon society to dispel the myth of gender plasticity, and to take steps to train

teachers to understand these differences so that they can address them in the classroom. Lastly,

the authors suggest a boy-friendly model. Since gender plasticity of the brain is a myth, they

called upon everyone who supported their perspective to work towards goals, encouraging the

development of the natural self in a child and compensation for areas of inherent disadvantages

or fragility. They reaffirmed their belief that education that is based on the premise of altering a

person’s inherent brain development is wrong, and leads to compromising the child’s chances for

success (Gurian & Stevens, 2006, p.92).

To demonstrate that changes can happen to improve the education of boys, they used the

example of the changes which had to be introduced into the educational system to accommodate

and help girls. These efforts have proven to be successful in raising girls’ performance in math

and science. They advocated that society can also come together to change the educational

system to help boys, although they acknowledged that this would be harder to do. “Changing the

system for our boys can be also accomplished- without hurting our girls- and it must be” (Gurian

& Stevens, 2006, p.93).

This article presents an interesting point of view. It is not only calling on the education

community to help boys, but on society as a whole. Of course teachers and educators would be

at the forefront of this challenge, and therefore one implication for them would be updating new

teacher education as well continued education requirements for experienced teachers to include
THE DIFFERENCE BETWEEN GIRLS AND BOYS 19

neuroscience. Parents and everyone in society will need to become aware of the fact that brain

plasticity is a myth, and therefore we cannot continue to foster learning environments that are

gender-blind. If we however, contend that the movement to improve girls’ education has hurt

boys in the process, then of course we have a great challenge to improve the situation for boys

without victimizing girls again.

Impact on Learning

Although scientific research into neuroscience is still emerging, based on the literature

and information I have reviewed, there seems to be a generally well accepted premise that

differences between boys and girls exist. Now the question is: “How do these gender issues

affect learning”? From literature and experience, it is safe to establish that boys and girls learn

differently because of these genetically generated, environmental and cultural differences.

Beginning with the early stages inside the womb, we know that brain structure and hormones

produce inherent differences in the brain. Developmental factors continue to influence and

strengthen the gap throughout the different developmental stages into adolescence and early

adulthood. Cultural norms stereotypical gender roles once again reaffirm some of these

differences. Learning is affected because largely we have a gender indifferent educational

system. Girls, by nature are more verbally inclined, and so they excel at verbal-emotive

expression. Because of their genetic makeup, brain structure, developmental sequence and

hormonal makeup, girls mature both cognitively and physically earlier than boys. They have

keener senses of sight and smell than boys. Cultural role assignments tend to also contribute to

how they behave. On the other hand, boys, also by virtue of their genetic makeup, brain

structure, hormonal exposure in the womb, development sequence and cultural role assignment

are more visual-spatial, are interested in moving objects and are more kinesthetic and impulsive
THE DIFFERENCE BETWEEN GIRLS AND BOYS 20

and may tend to show aggression. These factors reflect on how each gender learns. Girls are

also more inclined to listen, sit still and enjoy face to face interaction with classmates and

teachers. On the other hand boys have more need for movement, mechanical manipulation and

release of aggression. They enjoy hands-on activities and abstract concepts and symbols and

visuals. They cannot thrive in classroom where they are expected to sit down all the time and

engage heavily language and verbal-based activities. Therefore, and because today’s classrooms

are more girl-friendly, boys can become disengaged, bored and frustrated. They are not learning

as well as they should be, and they are generally underperforming compared to girls, as indicated

by consistently scoring lower on standardized testing. According to many researchers, if we

want our boys to learn better and thrive, then major change has to be instituted.

Application to the Classroom

As educators, it is our responsibility to create a classroom environment which is

conducive to learning and scholarship for all students, irrespective of their differences. There are

many ways that the differences between boys and girls can be addressed in the classroom. Some

educators and researcher feel that in order to be fair to boys, the classroom environment, which

they contend is largely oriented towards girls’ learning preferences, is presenting a huge

disadvantage for boys. Therefore, some scholars goes as far as advocating that the only way

boys can get a fair share in education is to institute single-gender schools. Parochial schools

already provide single-gender education in many of their schools, especially in high schools.

However, there is a whole movement around this idea of instituting single-gender public schools

and there are already numerous schools in every state which embrace this philosophy. One

organization which is very active in this cause is the National Association for Single Sex Public

Education (NASSPE).
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Many researchers assert that the gender differences do in fact exist, but do not go as far as

demanding single-gender schools. They still emphasize the need to address the issue by

implementing single-gender classrooms, where each gender’s learning preferences can be fully

accommodated and nurtured.

Other scholars contend that to the contrary, education should not be segregated based on

gender, since the world is not gender-segregated. Proponents of this point of view say that males

and females need to co-exist in the real world, and therefore they need to also be educated

together in order to appreciate their differences and learn to surmount the difficulties that emerge

because of these differences. As presented in the article “Boys and Girls Together: A Case for

Creating Gender-friendly Middle School Classrooms” (Krommer, 2006), the author calls for a

classroom that is mixed-gender, where activities are sometimes gender-matched, meaning

separately accommodating gender specific learning styles, while other activities are intentionally

gender-mismatched, in for each gender to learn to appreciate the opposite genders point of view.

In his conclusion the author acknowledges the gender differences and contends that, “We can use

this new and exciting information to make students more academically successful and to make

classrooms more gender-friendly” (Krommer, 2006, p.251).

Since implementing single-gender schools or even single-gender classrooms is not

readily feasible, educators will in most cases have to design their educational environment and

activities to accommodate the gender differences within the confines of the same classroom.

A first step can be to rearrange the classroom to allow for more space to accommodate

boys’ need to move around. Another possible strategy is to group students based on gender, and

to give them choices regarding topic and learning tools, and ways to express their learning (King

& Gurian, 2006, p.58). Single-gender grouping allows for differentiating instruction according
THE DIFFERENCE BETWEEN GIRLS AND BOYS 22

to learning interests and skills and varying modalities to suit gender related inclinations. This

type or grouping will require that the number of male and female students in the classroom be

close, which is the case in most conventional learning institutions. In my particular institution

male students substantially outnumber female students, so this option is not suitable for our

environment.

Teachers can however design exciting mixed-gender activities which increase their

students’ motivation. Many mixed-gender activities also provide opportunities for

differentiating instruction and varying modality. In my classroom I implement an activity we

call RAP (Research, Analyze, Report). Students are given time to research a topic of interest to

them, analyze the information and prepare then present and demonstrate the topic to their peers.

Boys can chose research topics which are aligned with their interests, and also chose the

modality to use for their research and the medium of reporting and demonstrating their analysis

and girls can choose according to their preferences too. Debate is another activity which can

appeal to both boys and girls. The verbal aspect of debate can engage girls, and the competitive

nature of a debate can excite boys. By jointly choosing topics for debates, both genders become

more aware of topics and issues of importance to the other gender. Debates also encourage

higher order thinking skills, since students have to research and formulate an opinion and argue it

and defend their position. Giving students the choice of roles in the debate will allow them to fit

into the role that fulfills their interests and preferences.

Using reciprocal teaching is always an exciting activity which satisfies both boys and

girls. Asking students to actually assume the teacher’s role and teach their peers can be very

exciting. It satisfies boys’ need for kinesthetic activities by allowing them to move around the

classroom while conducting the activity and choosing the manipulatives they use to clarify
THE DIFFERENCE BETWEEN GIRLS AND BOYS 23

concepts, while the same activity appeals to girls, who enjoy verbal expression and appreciate

face-to-face activities. I actually implement this strategy in my classroom, and it is one of the

most popular activities which my students enjoy immensely.

Project-based learning is another very effective application in the classroom which

addresses gender differences. In addition to being an optimum approach to emphasizing higher

order thinking skills through problem solving in real world context, projects allow students to

choose their role depending on their learning preferences. Boys can satisfy their visual-spatial

tendencies by engaging in activities which emphasize skills relating to movement objects and

mechanics, while girls can chose roles which satisfy their verbal-emotive preferences.

Cooperation during the projects facilitates each gender becoming more familiar with and

understanding the other gender’s thinking processes.

Because boys are more visual-spatial and relate more to moving objects, we notice that

they like electronic and computer games. Playing computer and electronic games satisfy boys’

need for excitement and can provide a release for their competitive trait. Playing these games

also improves eye and hand coordination. Incorporating technology into classroom activities is a

strategy that can definitely engage boys, encourage them to learn and increase their focus. There

are many educational computer games available commercially or through educational non-profit

organizations in many subject area including language arts.

One issue that has also emerged out of research into the gender differences indicates that

boys in our country lack male role models, especially during the formative years of elementary

school. With the number of single-parent households increasing, boys may grow up without a

father figure to look up to. There is also a documented shortage of male teachers in elementary

schools. Our boys need role models, but so do our girls. Establishing a mentor program is an
THE DIFFERENCE BETWEEN GIRLS AND BOYS 24

excellent approach to this problem. Inviting members of the community to work on projects with

students can provide those role models. For example, inviting male journalists and writers, men

who excel in verbal expression, to read with students and mentor them during writing projects,

can encourage boys to express themselves verbally (King & Gurian, 2006, p.60). Equally

effective would be inviting women scientists and engineers to mentor science or engineering-

oriented projects, which can contribute to breaking the traditional gender role stereotypes and

encourage girls to become more visual-spatial and hands-on oriented. In any case interacting

with positive role models can have a very positive effect in learning.

Conclusion

Modern neuroscience and brain research although still emerging, has clearly confirmed

that male and female brains are different in structure, and therefore are wired differently. Size

and sequence and rate of development of the brain are also different, which affects cognitive

processes. In addition to genetics and hormonal difference, natural selection and environment

also plays a role in gender identity (Sousa, 2011, p.184). Gender roles are influenced by history

and culture. Literature suggests that these differences exist in early as well as later stages of

development (Bonomo, 2010) and (Krommer, 2006). Gender differences impact the way our

students learn. Girls are stronger in the verbal-emotive area, whereas boys are more inclined

towards kinesthetic and visual-spatial activities. As educators we need to be aware of these

differences in order to be able to make our students’ learning successful.

 THE DIFFERENCE BETWEEN GIRLS AND BOYS 25

References

Bonomo, V. (2010). Gender matters in elementary education: Research-based strategies to meet

the distinctive learning needs of boys and girls. Educational Horizons, 88(4), 257-264.

Gurian, M., & Stevens, K. (2006). How boys learn. Educational Horizons, 84(2), 87-93.

King, K., & Gurian, M. (2006). Teaching to the minds of boys. Educational Leadership, 64(1),

56-58.

Kommer, D. (2006). Boys and girls together: A case for creating gender-friendly middle school

classrooms. Clearing House: A Journal of Educational Strategies, Issues and

Ideas, 79(6), 247-251.

Soderman, A. K., & Phillips, M. (1986). The early education of males: Where are we failing

them?. Educational Leadership, 44(3), 70-72.

Sousa, D. (2011). How the brain learns. (4th ed.). Thousand Oaks, CA: Corwin.

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