Case 2 & 3: Battle of the Sexes

It is an understatement to say that Teacher F is a fan of the TI-83.  The issue that he raised that was most compelling to me was the notion that using technology within the classroom is a way to bring the boys back into the academic arena.  I would also agree that in the last ten years, girls have been dominating in both my Math 10 and Physics 11/12 courses. Another voice on this issue would be Stanford professor and psychologist Philip Zimbardo, who did a Ted Talk a few years ago titled, “The Demise of Guys?” (< 5 minutes, if you have a moment).  Even today, I attended a meeting with my son’s Grade 5 teacher who remarked that Jaxon is the first to finish the worksheet, the journal entry, the art work, etc., however, when it comes to anything that is technology-based, he is the last to finish. In these activities, he goes beyond the minimum requirements; he loses himself in the task. As my family will be attending two Late French Immersion Open houses this week, I will be definitely favouring the school that has a better grasp on weaving technology into the curriculum, as it is clear to me that this is where my son shines.

On the topic of gender differences in technology-based environments, Teacher A raised a couple of interesting issues, as well. He noted that girls prefer to experiment with the computer simulations on their own, saving themselves any embarrassment as they navigate through their learning process, whereas boys appreciate the immediate gratification that technology can afford in the lab.  In my experience, most people would prefer to save themselves from any embarrassing moments in their high school career! In the two years that I have been integrating technology into my courses with purpose, I have equal numbers of sexes come to me with inhibitions and apprehensions. Being a female teacher, it is very possible that my female students have more confidence in themselves, and hence ask fewer questions.  (At least 50% of my students in Physics are female; sometimes more.)

Questions that I would like to leave with…

  1. Does student engagement increase with the incorporation of technology into a unit?
  2. Does engagement differ between male students and female students?
  3. If there are gender differences surrounding student engagement, what are they and where do they stem from?

4 comments

  1. Hi Dana,

    I share the same sentiments as you do in regards to the differences in achievement between the genders. It seems as though in my Physics, Chemistry, and Science 10 classes that females are excelling in areas that males once did. The differences in attention to detail, focus, and simple ability to follow instructions are becoming quite jarring between the sexes. In terms of technology in the classroom, I do not see as many differences in behaviour between the genders. Both are less likely to ask technology-related questions; however, it is possible that they are already familiar with those used in the classroom. I do see a general increased engagement when using technology in the classroom, specifically for simulations and when interacting with equipment (eg. probes for data collection). Perhaps that has to do with providing a novel or different approach to a lesson (instead of the more usual note-taking or watching videos)?

    1. Hi Darren, It’s good to know that you share similar anecdotal evidence to gender performance in your classes, too. I think Mr. TI-83’s point of having more activities that are technology based will appeal to more boys is valid. I have witnessed it in my Math 10 classes when we finally get into Linear Equations. It is a unit that I can Desmos.com it for the last few weeks of the course. In the students’ reflections, boys will often say that I should keep this activity for future classes. The girls like the activities, as well— it is just that the boys are compelled to encourage me to keep doing things like this. ~~~ Having more girls in senior science classes is fabulous, without question. I was asked to be part of a study last year, however, that aimed to look into the reasons why so many girls do not continue into STEM careers. Unfortunately, I did not participate in the study (too much MET homework!) but I am curious to see what the doctoral candidate concluded in her dissertation. ~ Dana

  2. I wonder if there has been an increase in female achievement due to the large push for moving girls into STEM related courses and activities. I sometimes feel that when the focus on a specific thing that there are dramatic increases in achievement in that thing. I do think that technology allows people to take some risks they may not take in a regular classroom because of the anonymity being behind the screen. It is much easier to try new things if you don’t think the whole class is watching you.

    Anne

    1. Hi Anne, I also see more STEM programs aimed at grade school girls in my neck of the woods. I think this is to respond to the issue that girls are not opting for STEM post-secondary options with the same frequency as in their secondary years. As with so many scenarios, it is so important for children to see themselves reflected in a variety of different roles, whether it is based on gender, culture, sexuality or whatever else. It seems as though even Barbie is getting on this train, these days! For many years, I had wanted to teach purely math— I looooove math! But what I have realized is that because I am the only senior female science teacher at my school (and only physics teacher, for that matter), I have a role to play for my female students. Does it make me the best teacher ever? Nope. But at least it send a message that physics isn’t just reserved for Einsteins and Sheldon Coopers. ***side note: our male Biology 12 teacher also teachers Foods– another great gender-bending role model in our wee school! ~Dana

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