Gender Differences and the Brain

S. Bruck Comp110 October 5, 2017 Gender in Education The laws of the United States of America require that children attend school regardless of their sex, race, or religious background. This can be achieved by attending public schools, private schools, or by doing homeschooling. The most popular school system is the public system where children from both genders attend. According to Christina Hoff Sommers in her article, “The Boys at the Back”, published on the internet February 2, 2013, we are seeing girls in these institutions outperforming boys at an increasing rate.

Sandra Witelson is currently a professor at McMaster University which is located in Hamilton, Ontario. Witelson is a professor for the department of Psychiatry & Behavioral Neurosciences. Witelson had a love for science at a young age as her father was an intelligent man and encouraged Witelson’s interest in the human body. When first attending McGill University, Witelson had planned to major in mathematics, but changed her mind when she realized that psychology was a better fitting choice (Science.ca). Witelson has an outstanding background of education as she has received her B.Sc, M.Sc, and PhD from McGill University. Witelson’s research interests focus primarily around the brain and its functions based on whether it is a male or female brain. The main focus of Witelson’s research is around biological basis for cognition in male and female brains. Sandra Witelson’s research allows for a further understanding of different cognitive functions within the male and female brains (McMaster University).

In her scientific work Sex Differences in the Brain Kimura analysis several key differences that cause men and women to excel in various tasks and jobs due to naturally occurring phenomenon in the body and

The effects can be minor, for example, studies have indicated girls perform better when the classroom temperature is warm, while boys perform better in cooler temperatures. More considerable effects include higher test scores. In the journal, Single- sex Education: What Does Research Tell Us?, published in The Economic and Social Research Institute, on July of 2010, author Emer Smyth reports girls were more likely to obtain higher grades in

Thus, concluding that the explanation of biological, psychodynamic and learning approaches does influence on gender development. Each of these approaches explains how gender is developed in their own way. From the biological approach, we found out that gender differences are seen as resulting from sex differences. In other words, women and men act, think and feel differently because of differences in how their brains work. These brain differences may result from chromosomal differences and may also be the result of hormonal differences.

As human being, people need to socialize with others. People cannot live alone; men should look for women to be a pair, family needs looking for other family to build community. Therefore, they can help each other and make life easier. What will happen if there is a person who has abnormality like bipolar disorder in community? Does he or she should live alone or be forced to live alone? Every human in this world has equal privileges, one of them is socialization. Belmanaker, R. H. (2004) explains that bipolar disorder I can be made community insecure because they can make violent activity since the sufferers tend to have euphoria or irritable mood, gain sexual activity and aggressive activity. However, it is appears not to be true that bipolar disorder I does not required to live with other in society. Therefore, it is better for them to have supervisor in their activity and government has an important role to set the supervision.

Some coeducation advocates agree that there are at least a few miniscule physiological differences in male and female brains, but they also say there is a lack of evidence that these differences in the brain are important to learning at a personal level. However, there has been abounding evidence to prove that the differences in female and male brains are quite different and it does have an impact on individual learning, especially for younger children. A team of neuroscientists from the National Institute of Mental Health

In her essay “ Single-Sex Schools: An Old Time Idea Whose Time Has Come,” Diane Urbina Argues that it would be more beneficial if we had single-sex schools. The myth is debunked is that boys and girls are restricted by nature in relation to what they can learn and how fast. Rather, their brain development is restricted, and so they can only learn so much in a certain time period. Boys learn literacy skills more slowly. Girls have trouble with math. Therefore, boys and girls who attend

Through processing, chemistry, structural differences, blood flow and brain activity. Male and female brains process the same neurochemicals but to different degrees and through body brain connections and different genders. The structure of the brain in both genders is very different, and the way it functions in the body. Since men have larger brains they are said to be smarter and more intelligent, while that is not true. The way a man's body was built allows him to have a larger brain and maybe surpass females when performing physical tasks, however, when it comes to actions and emotions females outbalance males as they are more evolved mentally. The female brain tends to strive more for connection, and investigates scenarios in a much deeper meaning than the male brain. It can be concluded that through chemical and mental aspects the female brain is rather superior than the

Research Paper: Do students receive a better education in single-sex schools rather than in co-educational schools?

Did you know that single-sex classrooms are the worst classes ever? Over the past decade, single-gender classrooms have been opened in at least 230 schools in the rural, suburban, and the urban areas. Single-gender classrooms are classrooms where either young girls’ are in one class together, or young boys are in another class together. Single-sex classrooms were created because studies showed that boys and girls learn differently and they could benefit from being in a classroom with peers to whom they can relate. Since 2008, single-gender education has been the key to improved educational performance among boys and girls throughout the years. Today, gender differences among girls and boys are steadily rising in the classrooms they are in,

Their findings are that when the brain is at rest, different areas in the brain are activated for men and women. For men, this part is the so called reptilian part which is associated with the fight-or-flight response while for women this is the limbic system, which regulates emotions. So, men’s immediate reaction is to act, whereas women’s immediate reaction is to feel.

Knowing the differences in the brain begins to give some understanding on how and why females and males learn differently. There are many basic differences in learning. Like stated previously females are better at verbal skills which makes them better at reading and writing and causes them to use words as they learn, and males are better

No one would argue the fact that men and women are physically different. The physical differences are rather obvious and most of these can be seen and measured easily. Men, who are essentially built for physical confrontation and the use of force, usually have greater upper body strength, build muscle easily, have thicker skin, and mostly use the left side of their brain. Women on the other hand, have a higher percentage of body fat, and a wider pelvis. Women also have four times as many brain cells connecting the right and left side of their brain. This provides physical evidence that supports the observation that men rely easily and more heavily on their left brain to solve one problem one step at

In single sex schools boys and girls excel in subjects they usually would not. Single sex schools help children do well in subjects they usually would not be good at or subjects they would not usually try. For example girls do better at maths and science in all-girl schools; boys do better in languages and the arts in all boy schools. My first example to backup my point is a study by Cambridge University in 2006 where their research showed “boys improved in english and foreign languages in single sex classes, and girls improved in maths and physics. This proves girls and boys do better in subjects they usually would not do because they are more comfortable in a single sex school rather than a co-educational school. A second piece of evidence to help argue my point is a United States study that found boys at single sex