Gender

Gender, socioeconomic level, and cultural background are significant influences on a learner’s
willingness and ability to respond to and make use of the teaching-learning situation.

Gender Characteristics
Most of the information on gender variations with respect to learning is found in the
educational psychology and neuroscience literature. The characteristics identities do affect
learning and therefore there is need to be considered more closely as to how they apply and to
teaching of nursing practice and to teaching of nursing staff and students
Two well-established facts exist with respect to gender. First, individual differences within a
group of males and females are usually greater than differences between groups of males
versus groups of females. Second, studies that compare the gender seldom can separate
genetic differences from environmental influences on behavior.
A gap in knowledge remains about what the sexes would be like if humans were not subject to
behavioral conditioning. No person can survive outside a social matrix and therefore,
individuals begin to be shaped by their environment right from birth.
Of course, men and women are different. But questions remain; How different or the same are
they when it comes to learning? To what can the different and similarities be attributed?
However, the fact remains that there are differences as to how males and females act, react,
and perform in situations affecting every aspect of life.

Cognitive Abilities
Various studies have yielded inconsistent findings on whether males and females differ in
general intelligence. If any gender differences do exist, they seem to be attributed to patterns
of ability rather than to IQ. Intelligence is multifaceted, but the unanimous consensus is that
men and women do not differ in general intelligence.

Mathematical Ability
During the pre-school years, there appear to be no gender-related differences in ability to do
mathematics. By the end of elementary school, however, boys show signs of excelling in
mathematical reasoning, and the differences in Math abilities of boys relative to girls become
even greater in high school.

Spatial Ability
The ability to recognize a figure when it is rotated, to detect a shape embedded in another
figure, or to accurately replicate a three-dimensional object has consistently been found to be
better among males than among females.

Problem Solving
The complex concepts problem solving creativity, and analysis, when examined, have led to
mixed findings regarding gender differences in these skills. Men tend to try new approaches in
problem solving and are more likely to be more focused on important cues and common
features in certain learning tasks. Males also show more curiosity and are significantly less
conservative than women in risk-taking situations. In human relations, however, women
perform better at problem solving than do men.

School Achievement
Without exception, girls get better grades on average than boys, particularly at the elementary
school level. Scholastic performance of girls is more stable and less fluctuating than that of boys

Personality Traits
Most observed gender-related personality behaviors are thought to be largely determined by
culture but are, to some extent, a result of mutual interaction between environment and
heredity.

Values and Life Goals

In the past, men have tended to show greater interest in scientific, mathematical, mechanical,
and physically active occupations as well as to express stronger economic and political values.
Women have tended to choose literacy, social, service, and clerical occupations and to express
stronger aesthetics, social sense, and religious values.

Achievement Orientation
Females are more likely to express achievement motivation in social skills and social relations,
whereas men are more likely to try to succeed in intellectual or competitive activities. This
difference is thought to reflect gender-role expectations that are strongly communicated at
very early ages.

Sexual Orientation and Gender Identity

The exact number of lesbian, gay, bisexual, transgender, and queer/questioning individuals in
the United States and around the world is unknown; however, this population is estimated to
include more than 8 million people.

Three main problems contribute to the health disparities experienced by the LGBTQ
population.
•Social stigma associated with being LGBTQ creates undue stress and contributes to negative
health behavior patterns.
•Structural barriers decrease access to health care for people who are LGBTQ.
•Lack of culturally appropriate care for the LGBTQ community results in limited or ineffective
use of health care services.

Teaching Strategies
Describe gender as a “multifaceted construct” that includes modifiable attributes that influence
health outcomes and health education. These attributes include personality, social supports,
coping skills, values and health –related behaviors. Nurses must be aware of the extent to
which attributes such as these, as well as heredity –related characteristics, affect health-
seeking behaviors and influence individual health needs. It is also that nurses become familiar
with the labels, terms, and phrases preferred by LGBTQ. Community and use them
appropriately in conversation and in preparing teaching materials. Language and culture
continually change, so the nurse must work toward remaining current. When serving the role of
educator, nurses must create an environment that is welcoming to men and women regardless
of gender identity or sexual orientation.