They Treat Girls Differently, Don’t They? is an article by Timothy Harper. The article highlights the lives of girls in the American education system. Harper reveals that teachers in schools have subconsciously developed a gender bias in the ways they treat their male and female students. According to Harper, the social environment in schools promotes faster learning for male students than their female counterparts. Teachers, focus on developing the intellectual abilities of the boys, and they fail to consider the individual learning needs of the female students. This phenomenon commences from grade school through to college, and it has placed girls at a disadvantage in developing competence in their professions. Teachers should give girls more attention by allowing them to be successful in class.
Bias in teachers
Harper claims “Boys get more attention in the classroom than girls” (86). This gender bias is revealed in the early stages of education in the grade schools, whereby the teachers have more interactions with the male students. A study by the American Association confirmed Harper’s sentiments by revealing that science teachers in various institutions prefer using boys in their demonstrations in class rather than girls. This gender-based selection of participants in class work not only slows down girls’ learning ability, but it also erodes their self-confidence. Some critics claim that boys get more attention than girls because they are more disruptive; hence, teachers find it necessary to tone down their aggression. Harper quotes David Murray, who says that “…boys are far more disruptive, and what they get is more negative attention” (88).
While boys are found in both extremes in curriculum performance, it is clear that teachers take closer focus on their performance than they do for girls. This leaves most girls in the average performing bracket, and their social skills in class are adversely affected by the lack of participation in practical class work. Studies reveal that there is a difference in learning between boys and girls. While boys are likely to assume aggressiveness in learning from the early stages of learning, their female counterparts develop shy personalities. This shy personalities cause girls to portray lower interest in competing with the boys in academics. Teachers should give the girls more attention in class to boost their confidence, and foster cooperation in class work (Harper 88).
Dee says that “…teachers consistently privilege boys over girls…” (529). This claim means that while critics have stepped out to condemn gender bias in teaching strategies in schools, a common stereotype that boys will always be better than girls always reigns. Dee reveals that advocates for equality in the education system cannot actualize if the social stereotypes take the center stage in the debate. While there are some reports claiming that girls are achieving higher success than the boys, it is apparent that more girls complete their education with low self-esteem and self-confidence because of gender bias in teacher-student interaction. Dee also reveals that teachers are in the limelight of discouraging girls from taking part in practical lessons in class. Teachers provide boys with constructive comments that involve praise, criticism on their misconceptions, and remediation
(Dee 529). This provides the boys with an advantage over their female counterparts in succeeding in their academics. Stromquist conducted a research aimed at finding out whether there is validity in the claim that girls and boys learn differently. Stromquist claims that “…boys enjoy more challenging interaction with teachers, dominate classroom activities, and receive more attention that girls through criticism…” (8). When boys and girls in different learning stages are placed under similar social settings in school, the boys are likely to assume an aggressive character, whereas their female counterparts develop shyness. This phenomenon should gain recognition from teachers, and they should help the girls by giving them more attention in class (Stromquist 8). The current American education system lacks viability in influencing girls to become high achievers in challenging subjects because teachers are under the influence of gender stereotypes. Teachers need to be aware of gender differences with reference to the need for attention in class (Kommer 248).
Conclusion
The current education system has provided learning opportunities for both boys and girls. The system promotes competition between boys and girls for academic excellence leading to professionalism in different fields. One of the challenges facing the American education system is gender bias in schools, propagated by teachers subconsciously. Studies reveal that teachers provide more personal attention to the male students than the female students. This bias in teaching is portrayed through engaging more boys in practical lessons, giving the boys constructive criticism on school work, and encouraging boys to pursue more challenging subjects. This discriminating method of teaching leaves girls in a desperate situation that erodes their self-esteem and self-confidence, and this discourages them from becoming competitive. Studies also reveal that there is no difference between learning abilities between boys and girls; thus, girls should receive the same attention as the boys in classrooms. Treating girls differently is direct gender discrimination, whether it happens consciously or unconsciously; hence, teachers should be trained to provide equal learning chances for boys and girls. Equality can only be attained by giving girls more chances to become successful in their academics.
Works Cited
Dee, Thomas, S. “Teachers and the Gender Gaps in Student Achievement.” The Journal of Human Resources 42.3 (2006): 528-554. Print.
Harper, Timothy. “They Treat Girls Differently, Don’t They?” Major Themes for Modern Writers. Ed. Weiner, Harvey, S. Harlow: Longman Publishing Group, 2007. 86-94. Print.
Kommer, David. “Boys and Girls Together: A case for Creating Gender-Friendly Middle School Classrooms.” The Clearing House 79.6 (2006): 247-251. Print.
Stromquist, Nelly, P 2007, The Gender Socialization Process in Schools: A cross-National Comparison. Web.