Learning Style Differences Males and females tend to have different learning style preferences. Males tend to be more peer-oriented, kinesthetic, and prefer peer groups rather than teacher-directed instruction (Honigsfeld & Dunn, 2003). In contrast, another scholar wrote that males prefer the structure of teacher-centered learning as long as the classroom is active (Sax, 2005). Females, on the other hand, tend to have greater levels of self-motivation and persistence when it comes to learning (Honigsfeld & Dunn, 2003). In general, females tend to want to please the teacher and avoid risk taking (Sax, 2010). This trait of fear of risk taking is traditionally not associated with males. Males tend to like to take risks. Teachers that understand these learning style differences could be more effective in the classroom.


Teacher awareness of learning preferences can impact learning. Honigsfeld and Dunn (2003) concluded that teachers should be aware of male and female learning preferences so that improvement in learning can take place in the classroom. Males need to move or be kinesthetic in order to think and learn. Therefore, teachers should not require that male students be still throughout a lesson. Males are also more peer-oriented than females, thus they need to be learning with their peers instead of solely teacher directed learning. Females are more apt to need varied ways of learning compared to males. Teachers of females should consider having them work in different types of learning groups (e.g., in large groups, with the teacher, with peers, in pairs, and in independent settings).


Temperament


Researchers have identified temperament as another sociological sex difference that affects instruction in the classroom (Else-Quest, Hyde, Goldsmith, & Van Hulle, 2006). Overall, females tend to have a more agreeable temperament and are able to deal with aggression in less confrontational ways than males. Females tend to internalize feelings while males tend to externalize feelings. Researchers have reported that male’s externalization of feelings can often lead to behavioral issues in the classroom (Else-Quest, Hyde, Goldsmith, & Van Hulle, 2006).


Teacher Training


Researchers have indicated that training relating to biological and sociological sex differences tends to aid instructors in making better pedagogical choices (Hannon & Ratliffe,


26


2007; Martino, Mills, & Lingard, 2005; Rex & Chadwell, 2009; Sax, 2005; Sax, 2010). Awareness of these issues could be beneficial to teachers’ success in the classroom, which may include better classroom discipline, better understanding of how each of the sexes processes and comprehends information, and better pedagogical choices (Hannon & Ratliffe, 2007; Rex & Chadwell, 2009; Sax, 2005; Sax, 2010). A study suggested that one of the keys to teaching boys was, “…developing teachers’ knowledge about boys and in the ways that the teachers taking the boys’ classes sought to utilize pedagogical practices and curriculum materials that connected to their perceptions of boys’ interests” (Martino et al., 2005, p. 250).


Teacher attention differences


The literature states that teacher attention directed at the students differs between the sexes (Sadker, 2002).


Overall, during


instruction females tend to receive less teacher attention than males. Sadker (2002) observed that this lack of teacher attention towards female students might be due to attention being redirected toward male students who are disruptive to the classroom environment. Some scholars have suggested that same-sex classes may be the answer to try and equalize teacher attention. Same-sex classes enable the teacher to focus on pedagogical practices and materials that will be most effective for the sex being instructed (Cable & Spradlin, 2008; Pollard, 1999; Sax, 2005).


Summary


Researchers have identified numerous biological and sociological sex differences that could potentially affect student success in the classroom. Authors have stated that knowing about and understanding these biological and sociological sex differences could aid student and teacher success in the classroom (Hannon & Ratliffe, 2007; Rex & Chadwell, 2009; Sax, 2005; Sax, 2010). Even though this literature is not specific to the secondary music classroom it seems to be very important to what takes place in the secondary music classroom. Maybe offerings of more training on this subject would be beneficial to secondary music teachers.


References


Barton, B. K., & Cohen, R. (2004). Classroom gender composition and children’s peer relations. Child Study Journal, 34(1), 29-45. Bland, J. (2003)


About gender: Sex


differences. Retrieved from http://www.gender.org.uk/about/07neur/77_dif fs.htm.


Bjorklund, D. F., & Bering, J. M. (2000). The evolved child:


Applying evolutionary


developmental psychology to modern schooling. Learning and Individual Differences, 12(4), 347-373. Brizendine, L. (2006). The female brain. New York: Broadway Books. Cable, K. E., & Spradlin, T. (2008). Single-sex education in the 21st century. Education Policy Brief, 6(9), 1-12. Retrieved from www.ceep. indiana.edu/projects/PDF/PB_V6N9_Fall_200 8_EPB.pdf


Carp, R. S. (2004). Single gender choral ensembles, attitudes and practices: A survey of southern California high school choir directors. Retrieved June 30, 2011 from Dissertations & Theses: A&I. (Publication No. AAT 3145167). Downey, D. B., & Vogt Yuan, A. S. (2005). Sex differences in school performance during high school: Puzzling patterns and possible explanations. The Sociological Quarterly, 46, 299-321.


Else-Quest, N., Hyde J. S., Goldsmith, H. H., & Van Hulle, C. A. (2006). Gender differences in temperament: A meta-analysis. Psychological Bulletin, 132(1), 33-72.


Froese-Germain, B. (2006). Educating boys: Tempering rhetoric with research. McGill Journal of Education, 41(2), 145-154. Gurian, M. (2001). Boys and girls learn differently: A guide for teachers and parents. San Francisco, CA: Jossey-Bass. Gurian, M., & Stevens, K. (2004). Closing achievement gaps: With boys and girls in mind. Educational Leadership, 62(3), 21-26. Hannon, J., & Ratliffe,


T. (2007).


Opportunities to participate and teacher interactions in coed versus single-gender physical education settings. Physical Educator, 64(1), 11-20. Honigsfeld, A., & Dunn, R. (2003). High school male and female learning-style similarities and differences in diverse nations. Journal of Educational Research, 96(4), 195- 206.


James, A. N. (2007). Teaching the male brain: How boys think, feel, and learn in school. Thousand Oaks, CA: Corwin Press. Jorgensen, N. S., & Pfeiler, C. (2008). Successful single-sex offerings in the choral department. Music Educators Journal, 94(5), 36-40. Martino, W., Mills, M., & Lingard, B. (2005). Interrogating single-sex classes as a strategy for addressing boys’ educational and social needs. Oxford Review of Education, 31(2), 237-254. Moir, A., & Jessel, D. (1991). Brain sex: The real difference between men and women. New


May/June 2013


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54