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In the early 2000s I was involved a single-gender magnet program in South Carolina. This led to me being hired by the South Carolina Department of Education Office of Public School Choice to support schools interested in providing the legal option to single gender classrooms or programs. I become involved in the national and international dialogue around this issue for about seven years. Below are some of resources I used and are offered as resources and consideration for you.
Gender is a social construction, but the term which was used often within presentations for ease of communication and not being flagged by filters.
ABC Gender Equity PISA 2012.pdfA thorough study from PISA in 2012, published in 2015.
Links to Many articles and research around differences.
Biette-Timmons, Nora. No Girls Allowed: The Merits and Flaws of an All-Boys Public School. The Atlantic. March 30, 2015.
Cahill, L. Why sex matters for neuroscience. Nature Reviews. Neuroscience. 2006 Jun; Vol. 7 (6), pp. 477-84
Cahill, L. Fundamental sex difference in human brain architecture. PNAS, Vol. 111 (2) pp. 577-578. 2014.
Center on Educational Policy: Are There Differences in Achievement Between Boys and Girls? (March 2010)
Eliot, L. Girl Brain, Boy Brain? Scientific America. September 2009.
European Commission – Research.Traditional Stereotypes. (June 2010)
Hendrix, S. A/C Setting Can Push Couples to Boiling Point. Washington Post. August 2009.
ttp://www.washingtonpost.com/wp-dyn/content/article/2009/08/01/AR2009080101839.html?wprss=rss_metro
Honigsfeld, Andrea, and Dunn, Rita. "High school male and female learning-style similarities and differences indiverse nations. " The Journal of Educational Research. 96.4 (March-April 2003): 195(13).
Hyde, J.S. New directions in the study of gender similarities and differences. Current Directions in Psychological Science. 2007; Vol. 16, no. 5, pp. 259-263
Khazan, Olga. Male and Female Brains Really Are Different. The Atlantic; December 2, 2013.
Killgore, W. and Yurgelun-Todd, D. Sex differences in amygdale activation during the perception of facial affect.
NeuroReport, August 8, 2001,12(11):2543-2547
Lavy, Victor and Sand, Edith. On the Origins of Gender Human Capital Gaps: Short and Long Term Consequences of Teachers’ Stereotypes Biases. National Bureau of Economic Research. January 2015.
Layton, Lyndsey. Brain Science: Should schools teach boys and girls different subjects? The Washington Post. April 22, 2015.
New York Times. How to Educate Boys. February 28, 2015.
NPR Article from 6 Feb 2019
Female Brains Remain Youthful as Male Brains Wind Down
PISA 2012 Results: The ABC of Gender Equity in Education: Aptitude, Behavior, Confidence. May 2015
http://www.oecd.org/pisa/keyfindings/pisa-2012-results-gender.htm
PISA 2015 Volume I: Excellence and Equity in Education. April 2016
Shah, Yagana. Overall, Men Have Poorer Memories Than Women, Study Finds. Huffington Post. March 18, 2015
Sparks, Sarah. What You Might Not Know About the Gender Gap in Reading. EdWeek. March 26, 2015.
Stoet G, Geary DC. Sex Differences in Mathematics and Reading Achievement Are Inversely Related: Within- and Across-Nation Assessment of 10 Years of PISA Data. PLoS ONE 8(3): e57988. doi:10.1371/journal.pone.0057988 2013.
Wickelgren, I. Under Threat, Women Bond, Men Withdraw. Scientific America (April 2010).
http://www.scientificamerican.com/article.cfm?id=under-threat-women-bond
From 2015, a presentation that walks through data from that time and general arguments to consider gender as a potential factor. The presentation provides six possible tendencies of variations between boys and girls. Strategies are also provided.
There is much in the presentation that is cautionary, that not all boys or all girls adhere to stereotypes. Teaching is about meeting the needs of the students who are in front of you and using resources and information to provide support.
A presentation from 2019 at a coed school to provide teachers with a basic understanding of possible gender variations in behavior of boys and girls. As with all of the presentations, teachers had to reflect upon the information and evaluate if the information and strategies held true with their own students.
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