Case: Boys to the Left, Girls to the Right

Case Introduction/Commentary

Gender differences have been found to exist in a variety of academic areas. For example, males have traditionally outscored females in mathematics while the opposite has been found to be true in English. Many theorists and researchers argue that such differences are at least partially the result of social and cultural influences (parents, teachers, media, etc.). It is important for teachers to create and implement approaches that will provide both male and female students with the expectations and support necessary for them to reach their potential in any given area. Let's look at how one teacher has decided to address the issue of gender in her classroom.

Case from Preservice Teacher

I have been observing a second-grade class that I feel is very gender-based. The teacher's way of managing and rewarding the class is strictly on a girl versus boy basis. The most obvious way this occurs is with the seating arrangement; the teacher has the class divided so that girls sit on one side of the classroom and boys sit on the other. The teacher addresses the class as "Girls, this… and Boys, this…" She has the class constantly competing as to which side is the quietest, which side has less trash around their desk, which side got out their books the quickest, etc. She has a formal chart with "Boys" and "Girls" written where she keeps up with whom is outperforming whom. Rewards are given at the end of the day to the side of the room that has done the best job.

I have several problems with the manner in which the teacher is maintaining her classroom. First, all it is doing is teaching competitiveness between genders to children at a young age. To me, it is the teacher's responsibility to instill gender equality into his or her students. Second, the only interaction these students have inside the classroom is with children of the same sex. The desks are arranged into groups of four, so the children tend to work together on assignments. However, it is girls constantly interacting with girls, and boys constantly interacting with boys. I have never seen this teacher combine the groups to engage in cooperative learning with people from the opposite sex. Third, I have observed the teacher far too often calling on someone from the boys' side of the room to give an answer or read aloud. I have come to realize this is mainly because the boys are generally the ones acting up, and she feels if she can keep them involved with the discussion or reading, it will decrease the behavior problems. However, calling on boys more frequently can have a tremendous impact on the girls' self-worth. This could easily come across to the girls that they don't know the answers, or that they don't read aloud as well as the boys. This inequality, starting at an early age, could be a feeling that follows them through life. Teachers MUST allow all students equal opportunity to participate in class activities and discussions.

Case Questions

1. After reading this case, what objectives do you think the teacher was trying to obtain by using this approach in her classroom?
   
   
2. What strengths and weaknesses might this approach have in addressing the issue of gender differences discussed in the text?
   
   
3. What do you see as the key issues regarding gender differences that might impact academic achievement in your content area? What are some ways that you can address these issues as a teacher?
   
   
4. In what ways might gender differences in this classroom and school be more subtle and less explicit? How can you guard against promoting gender differences?