Saturday, June 30, 2012

STEM and Girls in NAEP

From the Christian Science Monitor Worth reading because it links STEM results, Title IX, and briefly single gender classes. The paradox might be that is educators seriously consider gendered gaps,this will result in potential gendered solutions which gets us into differences. And, if we start talking about programs for just girls in STEM, even after school, then these groups are recognizing that something important and unique can happen in a single gender environment.

Girls and Hands On Science Do Better than Boys

See this Ed Week Blog on NAEP breakdown of performance by type of task. Seems girls perform slightly better, though statistically significant, when using manipulatives. Important data, yes. Implications? Reasons why? The use of manipulatives has always been listed as important learning tools, so that is nothing new. But to see that there might be something gender based with results could mean that educators should consider incorporating more manipulatives as needed for understanding. Sure. Could you even go so far as to say that you will have single gender groupings to provide the needed support and use specific strategies to support your students?

Wednesday, June 20, 2012

Sex Differences in Suicide from Canada

Large study of adolescents from Canada found differences in number of suicides as well as form of suicide.

Monday, June 18, 2012

Title IX Commentary

A good commentary on Title IX and the needs that still remain.

Saturday, June 16, 2012

STEM and Girls, again

Excellemt article with data from Ed Week. Looks at national and international data. Again, it says that there is an achievement gap that is gender based and that gender must be considered to make achievements. They stress the socialization factors. We need though to be willing to actually teach differently or. Ore broadly to encompass the needs of boys and girls, to address the data. And, we need to look at the data for gaps with language arts and boys.

Tuesday, June 12, 2012

Conference on sex differences Http://

Abstract on Differences for Addiction

Another study on addiction differences and the authors cite the neural differences are part of the mix. Again, if other professions are considering the impact of differences, then education should too. Not as an absolute. From the abstract: In this review we propose that there are sex differences in where and how men and women enter onto the path that can lead to addiction. Males are more likely than females to engage in risky behaviors that include experimenting with drugs of abuse, and in susceptible individuals, they are drawn into the spiral that can eventually lead to addiction. Women and girls are more likely to begin taking drugs as self-medication to reduce stress or alleviate depression. For this reason women enter into the downward spiral further along the path to addiction, and so transition to addiction more rapidly. We propose that this sex difference is due, at least in part, to sex differences in the organization of the neural systems responsible for motivation and addiction. Additionally, we suggest that sex differences in these systems and their functioning are accentuated with addiction. In the current review we discuss historical, cultural, social and biological bases for sex differences in addiction with an emphasis on sex differences in the neurotransmitter systems that are implicated.

Friday, June 1, 2012

EdWeek Blog on ACLU Campaign

New Campaign Against Single-Gender Education

The ACLU has launched a new campaign against single-gender education.  This one is called, "Teach Kid, Not Stereotypes."  Further, they are approaching several Departments of Education (state level) to investigate, if not intervene, with schools with single-gender programs.  Other Departments of Education have received, according to news articles, freedom of information requests, and the ACLU is determining what step to take next.
Indeed, programs that do not follow the federal guidelines should be fixed or ended.  This is why an understanding of single-gender programs is so important (and why I wrote my book on creating programs - A Gendered Choice by Corwin Press).
Those involved with single-gender need to know what forces are working against them and be prepared to argue their case.
Gendered issues still remain within classrooms and education.  A discussion about differentiated instruction, gendered achievement gaps, and overall classroom practice should still have gender as part of the conversation.

See the links here for information:

ACLU link to Teach Kids Not Stereotypes:

Link to Article about Contacting State Departments of Education:

Gender, Risk, Emotion, Mental Illness

This might be an older study, but it popped up again today.  Links issues of gender, risk, emotion, and mental illness.

Gendered Impact from Watching TV

A study (of 400) shows that there are different impacts from watching TV according to race and gender.  Continued socialization?