1

From Research to PracticeFrom Research to Practice Examining Gender Examining Gender

Differences to Increase Differences to Increase Success for AllSuccess for All

Presentation to the American Supervision and Presentation to the American Supervision and Curriculum Development Annual ConferenceCurriculum Development Annual Conference

March 2004March 2004

Edina Public SchoolsEdina Public Schools

MinnesotaMinnesota

2

Gender Gap is a serious issue in American Gender Gap is a serious issue in American education--our stories mirror the worldeducation--our stories mirror the world

District Conducted Gender ResearchDistrict Conducted Gender Research

--Findings, Implications, Discussions, and --Findings, Implications, Discussions, and CommunicationCommunication

Further Implementations and PracticesFurther Implementations and PracticesFuture Commitment--District strategic Future Commitment--District strategic

planningplanning

Presentation Organization

3

Why Did Edina Start the Innovation of Why Did Edina Start the Innovation of Gender Difference Research in 2001? Gender Difference Research in 2001?

Superintendent’s observations of award ceremonies and student lists over years

Parent questions about class ranks and college applications

Educators’ experience in the classroom

Do both boys and girls fully benefit from the Do both boys and girls fully benefit from the American educational system and its American educational system and its instructional delivery?instructional delivery?

4

National and International News National and International News Support Edina’s Research FindingsSupport Edina’s Research Findings

Academic Achievement Gap Between Girls and Boys--Academic Achievement Gap Between Girls and Boys--WashingtonWashington Bureau Special Report, Sep. 19, 2003 Bureau Special Report, Sep. 19, 2003

The Gender Gap: Boys Lagging--The Gender Gap: Boys Lagging--CBSCBS 60 Minutes, May 23, 60 Minutes, May 23, 20032003

Girls Top of the Class Worldwide--Girls Top of the Class Worldwide--UK BBCUK BBC news, Sept. 16, news, Sept. 16, 20032003

Promoting Boys’ Achievement--Promoting Boys’ Achievement--New ZealandNew Zealand, Education , Education Review Office, 2000Review Office, 2000

Boys Performing Badly--Boys Performing Badly--AustraliaAustralia, The Age, 2002, The Age, 2002 A Yawning Gap Between Girls’ and Boys’ Achievement in A Yawning Gap Between Girls’ and Boys’ Achievement in

Canada has been Revealed. --International, 2003Canada has been Revealed. --International, 2003

5

Female and Male Entry Female and Male Entry Rates to UniversityRates to University90%

85%

72%

49% 49%

61%55% 58%

41%36%

0%10%20%30%40%50%60%70%80%90%

100%

New Zealand Sweden Australia UnitedKingdom

United States

Female Male

Data Source: BBC News Report, 9-16-2003. Data Source: BBC News Report, 9-16-2003.

6

The Gap between Girls The Gap between Girls and Boys in Literacy and Boys in Literacy

Scores at Age 15Scores at Age 1551%

46%

36% 34%30% 29%

26% 25%20%

15%

0%

10%

20%

30%

40%

50%

60%

Finlan

d

New Z

eala

nd

Poland

Australi

a

Japan

United S

tates

Portu

gal

Mex

ico

Mex

ico

Kor

ea

Data Source: BBC News Report, 9-16-2003. Data Source: BBC News Report, 9-16-2003.

7

Edina Gender Difference Research Edina Gender Difference Research A District Innovation in 2001A District Innovation in 2001

• Superintendent’s objective in 2001Superintendent’s objective in 2001

• Gender Task ForceGender Task Force

• Data collection and researchData collection and research

• Communication of Findings at local, state and Communication of Findings at local, state and national levelsnational levels

• Implications and ConsiderationsImplications and Considerations

8

Further Gender Difference Practices Further Gender Difference Practices

A Continuous InnovationA Continuous Innovation Changes in the English Language Arts Changes in the English Language Arts

Curriculum and InstructionCurriculum and Instruction Single-Gender Class ExperimentSingle-Gender Class Experiment Differentiation Instruction in Gender Differentiation Instruction in Gender

DifferencesDifferences Investigation of Gender Differences in Investigation of Gender Differences in

learning in AP English Literaturelearning in AP English Literature Future Commitment--District Strategic Future Commitment--District Strategic

Planning in 2004Planning in 2004

9

Research and FindingsResearch and Findings

Phase IPhase I

10

Research QuestionsResearch Questions

• Are there gender differences that influence Are there gender differences that influence student development and learning? student development and learning?

• Can we identify evidence about gender Can we identify evidence about gender differences in the classroom and school?differences in the classroom and school?

• Are there behaviors, expectations, and systems Are there behaviors, expectations, and systems that impact student learning? that impact student learning?

• How can classrooms and schools customize How can classrooms and schools customize instruction best to meet the needs of both boys instruction best to meet the needs of both boys and girls?and girls?

11

Literature ReviewLiterature Review

• Research and commentary during the 60’s, 70’s, and 80’s Research and commentary during the 60’s, 70’s, and 80’s focused on “girls in crisis” in education.focused on “girls in crisis” in education.

• academicallyacademically• sociallysocially• psychologicallypsychologically

• The 90’s introduced research, public discourse, and The 90’s introduced research, public discourse, and educational literature focusing on male underachievement.educational literature focusing on male underachievement.

• academicallyacademically• emotionallyemotionally• sociallysocially

12

Data CollectedData Collected

Student Enrollment and ParticipationStudent Enrollment and ParticipationSecondary Class Rank and Honor RollSecondary Class Rank and Honor RollElementary Reported Student GradesElementary Reported Student GradesStudent Reported Survey DataStudent Reported Survey DataPost-College Status of Edina GraduatesPost-College Status of Edina GraduatesState, National, and International DataState, National, and International Data

13

Edina Public Schools EnrollmentEdina Public Schools Enrollment

49% 49% 49% 49%

51% 51% 51%51%

0%

20%

40%

60%

80%

100%

1998-99 1999-00 2000-01 2001-02

Female Male

14

Edina Students Enrolled in Special Services Edina Students Enrolled in Special Services and Remedial/Intervention Programsand Remedial/Intervention Programs

76% 73%55% 59%

24% 27%45% 41%

0%

20%

40%

60%

80%

100%

120%

SpecialServices

ADHD SuccessCenter

AlternativePrograms

Male Female

15

Edina Elementary Student Grades from Edina Elementary Student Grades from Report CardsReport Cards

8.35 8.59 8.78 8.328.31 8.18 8.28 8.02

2

4

6

8

10

12

Reading Listening &Speaking

Writing Math

Rep

ort

Car

d G

rades

Female Male

16

Edina Secondary School Class Rank, Honor Edina Secondary School Class Rank, Honor Roll, and AwardsRoll, and Awards

67% 65% 59% 60%

35% 40%41%33%

0%10%20%30%40%50%60%70%80%90%

100%

Top ClassRank

A Honor Roll B Honor Roll AcademicAwards

Female Male

17

Edina Scholars, 1997-2002Edina Scholars, 1997-2002

67% 62% 61%70%

60% 63%

38%30%

40% 37%39%33%

0%10%20%30%40%50%60%70%80%90%

100%

1997 1998 1999 2000 2001 2002

Female Male

18

Edina High School Students Enrolled Edina High School Students Enrolled in AP Coursesin AP Courses

43% 43%

33%28%

20%

63%

81%

64%57% 57%

67%72%

80%

19%

36%37%

10%20%30%40%50%60%70%80%90%

100%

US History

GovernmentFrench

Spanish

LiteratureCalc A

B

Computer

Economics

Male Female

19

Results from the Minnesota Results from the Minnesota Comprehensive Assessments, Grade 5Comprehensive Assessments, Grade 5

1386

15691540

1574

1478

1627

1561

1634

1476

1573

15281528

1452

1534 15281554

130013501400145015001550160016501700

Reading 99

Reading 00

Reading 01

Reading 02

Math 99

Math 00

Math 01

Math02

Male Female

20

Edina Grade 10 PLAN Test ResultsEdina Grade 10 PLAN Test Results

18.8

21.9 21.820.9

20

21 2120

21.9

19.318.5

19.4

2122

21

22

1213141516171819202122

Reading 99

Reading 00

Reading 01

Reading 02

Math 99

Math 00

Math 01

Math02

Male Female

21

School Engagement School Engagement Surveys from Edina Secondary StudentsSurveys from Edina Secondary Students

84%

52%

75%64%

42%

56%

0%10%20%30%40%50%60%70%80%90%

They Like School They AreEncouraged at

School

They Do HomeworkDaily

Female Male

22

Edina Students Who Report They Edina Students Who Report They Spend Time Doing Homework DailySpend Time Doing Homework Daily

0%10%20%30%40%50%60%70%80%90%

100%

Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11 Gr 12

Female Male

23

Students Report Spending at Least One Hour Students Report Spending at Least One Hour Doing These Activities Weekly, Grades 6, 9 & 12Doing These Activities Weekly, Grades 6, 9 & 12

69%78%

51%

63% 60%

85%

49%

60%

35%

50%

0%10%20%30%40%50%60%70%80%90%

Music Church Volunteer Reading Games

Female Male

24

Edina Secondary Students Who Report Edina Secondary Students Who Report NeverNever Using Chemicals, Grades 6, 9 and 12Using Chemicals, Grades 6, 9 and 12

86% 84%75%

88%

59% 65%55%

72%70%81%

0%10%20%30%40%50%60%70%80%90%

100%

ReceivedIllegalDrugs

UsedMarijuanaor Hashish

AlcoholicDrinking

BingeDrinking

UsedTobaccoProducts

Female Male

25

Percent of Edina Students Percent of Edina Students Suspended 2001Suspended 2001

100% 97%86%

14%

0%10%20%30%40%50%60%70%80%90%

100%

Elementary Middle Schools High School

Male Female

26

Highest Level of Education Attained for Highest Level of Education Attained for the Class of 1996the Class of 1996

80%100%

39%

61%

100%

0%10%20%30%40%50%60%70%80%90%

100%

HS Diploma orGED

Certificate orAssociate

BA or BS MA or MS

Male Female

27

Percent of Students Who Had Percent of Students Who Had Completed High School Completed High School NationallyNationally

74%76%78%80%82%84%86%88%90%92%

'72 '74 '76 '78 '80 '82 '84 '86 '88 '90 '92 '94 '96 '98

Male Female

28

Percent of High School Graduates Who Percent of High School Graduates Who Attended College Attended College NationallyNationally

30%

35%

40%

45%

50%

55%

60%

65%

70%

'72 '74 '76 '78 '80 '82 '84 '86 '88 '90 '92 '94 '96 '98

Male Female

29

A Widening Gap in A Widening Gap in AchievementAchievement

NAEP Scores, 4th NAEP Scores, 4th Graders, 2000Graders, 2000

222

299

212

303

200

220

240

260

280

300

Girls Trounce Boys in Reading Girls Are Catching Up in Math

Girls Boys

30

Girls Also Dominate in Girls Also Dominate in Extracurricular ActivitiesExtracurricular Activities

27%

46%

29%36%

49%

19%

35%

21%28%

63%

10%

20%

30%

40%

50%

60%

70%

Student Government

Music/Perfo

rmaning Arts

Yearbook Newspaper

Academic Clubs

Athletic Teams

Pen

cent

of

high

sch

ool s

enio

rs

Girls BoysData: Education Dept, National Center for Education Statistics.

Data: Education Dept, National Center for Education Statistics.

31

Most of the Most of the Industrialized WorldIndustrialized World

Ages 25 to 34, with at least a college Ages 25 to 34, with at least a college educationeducation

10%15%20%25%30%35%40%45%50%55%60%

Austr

alia

Brita

in

Cana

da

Finla

nd

Fran

ceJapa

nSp

ain U.S.

Per

cent

age

of P

opul

atio

n

Girls BoysData: Organization for Economic Cooperation & Development

Data: Organization for Economic Cooperation & Development

32

Number of U.S. Women Number of U.S. Women Awarded Degrees Per Awarded Degrees Per

100 Men100 Men1999-2000 Est. 2009-10

Bachelor’sDegrees

133 142

Master’sDegrees

138 151AAllssoo,, wwoommeenn aarree rraappiiddllyy cclloossiinngg tthhee MM..DD.. aannddPPhhDD ggaapp aanndd mmaakkee uupp aallmmoosstt hhaallff ooff llaaww ssttuuddeennttss

Data: Andrew Sum, Northeastern University Center for Labor Market Studies.

Data: Andrew Sum, Northeastern University Center for Labor Market Studies.

33

What Does It Mean for the Economy, What Does It Mean for the Economy, Business and Society that Boys Are Business and Society that Boys Are Falling Behind Girls in Education?Falling Behind Girls in Education?

• Leading more and more to a “girls’ Leading more and more to a “girls’ club” in collegeclub” in college

• Threatening the marriage squeeze Threatening the marriage squeeze • Men could become losers in a global Men could become losers in a global

economy that values mental powereconomy that values mental power

For 30 years, the focus at schools has For 30 years, the focus at schools has been to empower girls, in and out of been to empower girls, in and out of the classroom.the classroom.

Adapted from The New Gender Gap, Business Week, May 26, 2003.

Adapted from The New Gender Gap, Business Week, May 26, 2003.

34

Implementation and PracticesImplementation and Practices

Phase IIPhase II

35

Progress in Implementation and Progress in Implementation and PracticesPractices

• Gender Considerations for Selecting Language Arts Materials

• Differentiation Instruction in Gender Differentiation Instruction in Gender Differences in ClassroomDifferences in Classroom

• Single-Gender Class ExperienceSingle-Gender Class Experience

• Continue investigation of gender differences in Continue investigation of gender differences in student learning style in AP English literaturestudent learning style in AP English literature

36

Language Arts Curriculum Language Arts Curriculum and Instruction Practiceand Instruction Practice

37

Gender Gap in Literacy AchievementGender Gap in Literacy Achievement

• NAEP TestingNAEP Testing

• PISA TestingPISA Testing

38

Changes in Elementary Changes in Elementary Language ArtsLanguage Arts

• Examine Writing Instructional Examine Writing Instructional PracticesPractices

--Writing Workshop--Writing Workshop

--Clear goals and feedback--Clear goals and feedback

--Spelling --Spelling

39

Changes in Elementary Changes in Elementary Language ArtsLanguage Arts

• Reading Instructional PracticesReading Instructional Practices

--Flexible Grouping--Flexible Grouping

--Classroom Libraries--Classroom Libraries

--Reading for Pleasure--Reading for Pleasure

--Reading Comprehension Strategies--Reading Comprehension Strategies

40

Changes in Secondary Changes in Secondary Language ArtsLanguage Arts

• Instructional ConsiderationsInstructional Considerations--Teach and practice concrete --Teach and practice concrete discussion strategiesdiscussion strategies--”Frontload skills”--”Frontload skills”--Social and Physical Considerations--Social and Physical Considerations--Inquiry--Inquiry--Student Control--Student Control--Clear goals and feedback--Clear goals and feedback

41

Changes in Secondary Changes in Secondary Language ArtsLanguage Arts

• CurriculumCurriculum--Young Adult fiction in Middle School--Young Adult fiction in Middle School--Non-fiction--Non-fiction--Range of difficulty and length--Range of difficulty and length--Include humor, action/adventure--Include humor, action/adventure--Non-print (Video, TV, Film, --Non-print (Video, TV, Film, Internet)Internet)--Choice--Choice--Goal of Lifelong Reading--Goal of Lifelong Reading

42

Differentiating Instruction in Differentiating Instruction in Classrooms with Attention to BoysClassrooms with Attention to Boys

• Have lots of things for boys to touch, when reading and writing are Have lots of things for boys to touch, when reading and writing are be taught.be taught.

• Use boy only groups when needed.Use boy only groups when needed.• Encourage close bonding between teacher and students.Encourage close bonding between teacher and students.• Allow physical movement in the classroom.Allow physical movement in the classroom.• Offer opportunities for storytelling and other activities that develop Offer opportunities for storytelling and other activities that develop

imagination and verbal skills.imagination and verbal skills.• Minimize the amount of teacher talk in order to allow more Minimize the amount of teacher talk in order to allow more

discussion among students.discussion among students.• Allow the use of silent manipulative.Allow the use of silent manipulative.• Allow sufficient waiting time, 3-5 full seconds, to answer questions.Allow sufficient waiting time, 3-5 full seconds, to answer questions.

43

Boys and LearningBoys and Learning

• Some boys prefer to work independently.Some boys prefer to work independently.• Some boys may get bored easily and need Some boys may get bored easily and need

stimulation.stimulation.• Some boys enjoy abstract conversations, e.g., Some boys enjoy abstract conversations, e.g.,

debates.debates.• Some boys need to be able to move.Some boys need to be able to move.• Some boys like non-fiction with diagrams and Some boys like non-fiction with diagrams and

charts.charts.• Some boys are visual.Some boys are visual.• Some boys need more time to process questions.Some boys need more time to process questions.* adopted from Frederick County Public Schools, Maryland* adopted from Frederick County Public Schools, Maryland

44

Single-Gender Single-Gender Class ExperimentClass Experiment

Middle School Social Studies Middle School Social Studies ClassesClasses

45

Single-Gender Classes 2002-03Single-Gender Classes 2002-03

• In May 2003, two classes (24 males and 18 In May 2003, two classes (24 males and 18 females) of 9th grade American government females) of 9th grade American government were selected as single-gender classes.were selected as single-gender classes.

• This research attempts to study different This research attempts to study different needs of boys and girls, and seeks approaches needs of boys and girls, and seeks approaches to reduce achievement gaps between genders to reduce achievement gaps between genders embedded into NCLB.embedded into NCLB.

46

Study DesignStudy Design

• The single-gender classes were scheduled for the The single-gender classes were scheduled for the first block of time with 89 minutes, every other first block of time with 89 minutes, every other day.day.

• Two teachers, one female and one male, who Two teachers, one female and one male, who taught these students in co-ed gender classes, taught these students in co-ed gender classes, taught the single-gender classes.taught the single-gender classes.

• The curriculum, activities, and behavior The curriculum, activities, and behavior management policies for the two single-gender management policies for the two single-gender classes were to be as similar as possible.classes were to be as similar as possible.

47

Data CollectionData Collection

• Achievement data--students’ test scores from 2 Achievement data--students’ test scores from 2 quizzes and 2 tests before and after quizzes and 2 tests before and after experiencing the single-gender classes. Data experiencing the single-gender classes. Data included students from the single-gender included students from the single-gender classes and randomly selected co-ed classes.classes and randomly selected co-ed classes.

• Survey data--students’ experience and opinions Survey data--students’ experience and opinions about the single-gender classes.about the single-gender classes.

• Teacher data--Teachers’ experiences and Teacher data--Teachers’ experiences and perspectives.perspectives.

48

Percent of Students Reporting Enjoying Percent of Students Reporting Enjoying Being in Social Studies ClassBeing in Social Studies Class

76%68%

97%

80%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

49

Percent of Student Reporting Percent of Student Reporting Students in Class Help Each OtherStudents in Class Help Each Other

74% 72%

100%

65%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

50

Percent of Students Reporting Discipline Percent of Students Reporting Discipline and Class Order are Appropriately and Class Order are Appropriately

Maintained in ClassMaintained in Class85%

80%

100%

70%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

51

Percent of Students Reporting They are Percent of Students Reporting They are Satisfied with Their Social Studies Satisfied with Their Social Studies

ClassesClasses88% 84%

97%91%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

52

Percent of Students Reporting Students Percent of Students Reporting Students in Their Class are Fun to Work within Their Class are Fun to Work with

82% 86%100%

80%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

53

Percent of Students Reporting Students Percent of Students Reporting Students in Their Class Participated in All Kinds in Their Class Participated in All Kinds

of Class Activitiesof Class Activities

74%82%78%

89%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

54

Percent of Students Reporting They Percent of Students Reporting They Would Like to Stay in Co-Ed ClassWould Like to Stay in Co-Ed Class

88%

74%

56%

86%

0%10%20%30%40%50%60%70%80%90%

100%

Female Male

Before After

55

Achievement ComparisonAchievement Comparison

50% 50%50% 49%

30%

35%

40%

45%

50%

55%

60%

Single-gender class Mixed-gender class

Before After

56

Teacher PreconceptionTeacher Preconception

Female Teacher:Female Teacher:• Girls would be more open Girls would be more open

toto participation.participation.

• Girls would be more relaxed Girls would be more relaxed in class.in class.

• Fewer student discipline Fewer student discipline and classroom management and classroom management problems.problems.

• Girls would be more likely Girls would be more likely to achieve academically at a to achieve academically at a high level.high level.

Male TeacherMale Teacher• A “boys will be boys” A “boys will be boys”

group mentality takes over group mentality takes over the class. Boys would cause the class. Boys would cause more classroom more classroom management problems.management problems.

• Boys will be less distracted Boys will be less distracted by girls and focus more on by girls and focus more on the content of the class.the content of the class.

57

Teacher Observations Teacher Observations for All-Girl Classfor All-Girl Class

• Girls were quiet at the beginning.Girls were quiet at the beginning.• By the end of the quarter, discussions were really By the end of the quarter, discussions were really

flowing.flowing.• An atmosphere of respect for each other that was not An atmosphere of respect for each other that was not

present in a co-ed environment was present in the all-present in a co-ed environment was present in the all-girl class.girl class.

• Girls appeared to focus on the merit of the topic and Girls appeared to focus on the merit of the topic and not on trying to impress either the teacher or not on trying to impress either the teacher or classmates.classmates.

• Fewer offered dissenting opinions than in the all-boy or Fewer offered dissenting opinions than in the all-boy or co-ed classes.co-ed classes.

58

Teacher Observations for All-Teacher Observations for All-Boy ClassBoy Class

• Boys began right away to participate eagerly, Boys began right away to participate eagerly, even aggressively in classroom discussion.even aggressively in classroom discussion.

• A variety of opinions existed and were shared A variety of opinions existed and were shared openly among boys.openly among boys.

• Students discipline and classroom management Students discipline and classroom management were even better than the teacher predicted.were even better than the teacher predicted.

• The group or mob mentality did not really take The group or mob mentality did not really take off.off.

59

Student Observation and Student Observation and PerceptionsPerceptions

Female Students:Female Students:• Diversity of Diversity of

perspectives in class perspectives in class discussion.discussion.

Male StudentsMale Students• Diversity of perspective Diversity of perspective

in class discussion.in class discussion.• Girls study better than Girls study better than

boys and they can help boys and they can help boys.boys.

60

““Boys are fun.”Boys are fun.”--9th grade girls--9th grade girls

61

““Girls are easy on the eyes.”Girls are easy on the eyes.”--9th grade boys--9th grade boys

62

FindingsFindings

• Girls have a more positive attitude toward the Girls have a more positive attitude toward the single-gender classes than boys.single-gender classes than boys.

• When elements of equitable education are When elements of equitable education are present, such as equitable class size, teaching present, such as equitable class size, teaching practice, academic curriculum, and teacher practice, academic curriculum, and teacher collaboration, both boys and girls have an collaboration, both boys and girls have an equitable opportunity to succeed.equitable opportunity to succeed.

• Effective instruction is more important than Effective instruction is more important than grouping of students in single-gender or mixed grouping of students in single-gender or mixed gender classes.gender classes.

63

ConsiderationsConsiderations

• We need to continue exploring the option of single-We need to continue exploring the option of single-gender classes, which may provide experience for gender classes, which may provide experience for students and teachers that they may not be able students and teachers that they may not be able obtain from the co-ed classes.obtain from the co-ed classes.

• The single-gender class may be more suitable for The single-gender class may be more suitable for subjects which require less discussion and less subjects which require less discussion and less emphasis on diverse opinions.emphasis on diverse opinions.

• It is too early to judge the success of the single-It is too early to judge the success of the single-gender classroom experience.gender classroom experience.

64

Recommendations for Future Recommendations for Future Single-Gender ClassSingle-Gender Class

• Offer a single-sex class based on students’ and Offer a single-sex class based on students’ and teachers’ voluntary choice.teachers’ voluntary choice.

• Offer single-sex classes at different ages and in Offer single-sex classes at different ages and in different subjects over a longer period of time.different subjects over a longer period of time.

• Encourage all teachers to gather data about the results Encourage all teachers to gather data about the results of instruction by gender.of instruction by gender.

• Consider replicating the design of this study and Consider replicating the design of this study and

change the gender of the teacher.change the gender of the teacher.

65

Further Further Investigation of Investigation of

Gender DifferencesGender Differences

AP English Literature ClassAP English Literature Class

66

Further Investigation of Gender Further Investigation of Gender Differences in Learning StylesDifferences in Learning Styles

• A survey designed by high school AP English A survey designed by high school AP English teachers was conducted to all classes of AP teachers was conducted to all classes of AP English Literature in Fall 2003 and will be English Literature in Fall 2003 and will be conducted again in May 2004.conducted again in May 2004.

• This survey intends to find any differences This survey intends to find any differences between genders in learning styles and their between genders in learning styles and their preference in reading materials.preference in reading materials.

• One hundred and nine students, 38 male students One hundred and nine students, 38 male students and 71 female students, participated in this survey.and 71 female students, participated in this survey.

67

Students Reporting What They Like to Students Reporting What They Like to Reading in AP English Literature ClassReading in AP English Literature Class

92%

66%

83%

75%

91%

63%

99%

67%72% 73%

90%

53%

50%

60%

70%

80%

90%

100%

Novels Poetry Shortstores

Nonfiction Drama Biography

Males Females

68

Students Reporting What Genre that Students Reporting What Genre that Most Challenge ThemMost Challenge Them

97% 100%

77%

60%

93%

46%

84%

98%

70% 71%

88%

56%

40%

50%

60%

70%

80%

90%

100%

Novels Poetry Shortstores

Nonfiction Drama Biography

Males Females

69

Students Reporting Approaches They Students Reporting Approaches They Prefer to Show Their UnderstandingPrefer to Show Their Understanding

86%

64%

89%

32%

52% 47%

76%60%

94%

27%

55% 52%

20%30%40%50%60%70%80%90%

100%

Males Females

70

Students Reporting the Ways They Students Reporting the Ways They Prefer in DiscussionPrefer in Discussion

77%

59%

93% 95%

53%

74%67%

92% 94%

66%

20%30%40%50%60%70%80%90%

100%

Males Females

71

Students Reporting When Students Students Reporting When Students Disagree During DiscussionDisagree During Discussion

95%

69%

43%

63%

99%

65%

31% 36%

20%30%40%50%60%70%80%90%

100%

Males Females

72

Students Reporting Reading for PleasureStudents Reporting Reading for Pleasure

75%65%

81%89%

77%

97%

20%30%40%50%60%70%80%90%

100%

Males Females

73

Students Reporting Their Preference in Students Reporting Their Preference in Reading in Their Spare TimeReading in Their Spare Time

77%

34%

84%

26%

65%69%

43%50% 48%

55%

89%

79%

57% 59%

46%42%

20%18%16%

73%

10%20%30%40%50%60%70%80%90%

100%

Males Females

74

Findings From the AP English Findings From the AP English Literature SurveyLiterature Survey

• Females prefer to read novels, while males prefer to Females prefer to read novels, while males prefer to read short stories and biographies.read short stories and biographies.

• Females feel the most challenging genres are Females feel the most challenging genres are nonfiction and biography, while males feel the most nonfiction and biography, while males feel the most challenging genre is novels. challenging genre is novels.

• More females enjoy reading for pleasure than males. More females enjoy reading for pleasure than males. Females like to read literature,universal themes, Females like to read literature,universal themes, romances and family, while males like to read romances and family, while males like to read science, history, biography, sports, hobbies, and science, history, biography, sports, hobbies, and technology.technology.

75

Further Considerations and Further Considerations and ImplementationsImplementations

76

Further Considerations for Further Considerations for Educational PracticesEducational Practices

1.1. Both male and female teachers and staff need to be Both male and female teachers and staff need to be

represented at all levels of education.represented at all levels of education.

2.2. Initiate and systemize professional development for Initiate and systemize professional development for

educators that focuses on gender differences and educators that focuses on gender differences and

similarities in social, emotional, physical, and intellectual similarities in social, emotional, physical, and intellectual

characteristics in learners. characteristics in learners.

3. Using the data, engage in strategic planning that includes 3. Using the data, engage in strategic planning that includes

information and communication about gender differences. information and communication about gender differences.

77

Further Considerations for Further Considerations for Educational PracticesEducational Practices

4.4. Engage parents, students, and educators in dialogue and Engage parents, students, and educators in dialogue and planning that results in further understanding and planning that results in further understanding and communication. communication.

5.5. Pay attention to adult and student socializing culture in Pay attention to adult and student socializing culture in schools and classrooms. schools and classrooms.

6.6. Apply brain-based research that gives attention to Apply brain-based research that gives attention to understanding innate gender differencesunderstanding innate gender differences. Consider . Consider innovative classroom arrangements that customize teaching innovative classroom arrangements that customize teaching and learning to meet the unique needs of boys and girls.and learning to meet the unique needs of boys and girls.

78

Further Considerations for Further Considerations for Educational PracticesEducational Practices

7.7. Invite and consider the use of dads, moms, grandparents, Invite and consider the use of dads, moms, grandparents, big brothers and sisters to school/ classrooms.big brothers and sisters to school/ classrooms.

8.8. Design mentor programs for both boys and girls. Coach, Design mentor programs for both boys and girls. Coach, tutor, and sponsor individual students based on each tutor, and sponsor individual students based on each individual’s specific interests and goals.individual’s specific interests and goals.

9.9. Don’t confuse discipline with “breaking the spirit” of Don’t confuse discipline with “breaking the spirit” of youth. youth.

1010 Consider educational alternatives to suspension from Consider educational alternatives to suspension from school. Boys need to be in the classroom and in school.school. Boys need to be in the classroom and in school.

79

Further Considerations for Further Considerations for Educational PracticesEducational Practices

11.11. Conduct student to student, girls to boys dialogues Conduct student to student, girls to boys dialogues and allow the students to ask the opposite gender:and allow the students to ask the opposite gender:– What are the conflicts and questions we have with each other?What are the conflicts and questions we have with each other?

– What do we want in the way of behavior and understanding from one What do we want in the way of behavior and understanding from one another?another?

– What do we appreciate or admire about each other?What do we appreciate or admire about each other?

12.12. Continue to explore and find effective ways to Continue to explore and find effective ways to support academic engagement on the part of all support academic engagement on the part of all students, especially boys. Consider summer school, students, especially boys. Consider summer school, after and before school options. after and before school options.

80

Further Considerations for Further Considerations for Educational PracticesEducational Practices

13.13. The models of best practice are multiple and The models of best practice are multiple and complex, yet very attainable for educators and complex, yet very attainable for educators and communities. Know that this is pioneering work; so communities. Know that this is pioneering work; so involve other school districts in solutions. Engage involve other school districts in solutions. Engage in information sharing seminars with other school in information sharing seminars with other school districts.districts.

14. Overall, keep expectations high for all students and 14. Overall, keep expectations high for all students and communicate that regularly to them! communicate that regularly to them!

81

Future Goals and CommitmentsFuture Goals and Commitments

Phase IIIPhase III

82

Studying Gender Differences becomes the Studying Gender Differences becomes the

District Strategy in 2004District Strategy in 2004 • The district will develop and implement The district will develop and implement

programs and practices that will address programs and practices that will address gender differences in student gender differences in student performance and other measures of performance and other measures of success.success.

• Implement strategies to better support Implement strategies to better support successes of both genders.successes of both genders.

83

Key ComponentsKey Components• Identify best practices.Identify best practices.• Identification of student special needs.Identification of student special needs.• Provide staff development on gender Provide staff development on gender

differences.differences.• Exploring scheduling and course Exploring scheduling and course

offering to accommodate different needs.offering to accommodate different needs.• Hiring practices.Hiring practices.• Programs and activities.Programs and activities.

84

PresentersPresentersKen Dragseth, Ph.D., Superintendent (National Superintendent Ken Dragseth, Ph.D., Superintendent (National Superintendent

of the Year, 2003), of the Year, 2003), kendragseth@edina.k12.mn.uskendragseth@edina.k12.mn.us

Yi Du, Ph.D., Director of Research and Evaluation, Yi Du, Ph.D., Director of Research and Evaluation, yidu@edina.k12.mn.usyidu@edina.k12.mn.us

Maria Giampietro, Director of Administrative Services, Maria Giampietro, Director of Administrative Services, margiampietro@edina.k12.mn.usmargiampietro@edina.k12.mn.us

Julie Hatzung, Principal of Coutryside Elementary School, Julie Hatzung, Principal of Coutryside Elementary School, julhatzung@edina.k12.mn.usjulhatzung@edina.k12.mn.us

Katie Williams, Principal of Concord Elementary School, Katie Williams, Principal of Concord Elementary School, katwilliams@edina.k12.mn.uskatwilliams@edina.k12.mn.us

*Eileen Johnson, English LA Curriculum Specialist, is absent *Eileen Johnson, English LA Curriculum Specialist, is absent due to illness, due to illness, eiljohnson@edina.k12.mn.useiljohnson@edina.k12.mn.us

85

Thank you very much for Thank you very much for attending this session!attending this session!

We greatly appreciate your We greatly appreciate your feedback!feedback!

For Information, please go to the For Information, please go to the District Website at:District Website at:

www.edina.k12.mn.uswww.edina.k12.mn.us