Appreciating boy and girl differences

Ask anyone who deals with little kids if they think boys and girls are different and they will most likely reply with a resounding "yes!" backed by examples. Little boys climb everything and find every puddle. They punctuate their play with sounds, often simulations of shooting guns or bombs exploding. They gravitate to building blocks and often respond in monosyllables. Little girls talk, often early and a lot. Their backgrounds to play are conversations between invented characters, often relational like moms and dads or best friends. They tend to read body language sooner and more effectively than their male peers. They are likely found with feet planted on the ground and not in puddles.

However, the common knowledge that boys and girls are different gave way in the 1970s to the political pressures of the feminist movement. In the infinite wisdom my generation has about everything, it was decided that girls and boys are really the same if all the sexist trappings of society are removed. Anything a boy can do, a girl can do, too. Moreover, they had to do it all — school, sports, organizations — together. Like many good ideas, gender equality went awry when it went too far. Yes, the sexual stereotypes that kept girls off the soccer field and basketball court, out of science labs and rungs down on the corporate ladder have been debunked by the success of women in any facet of life that they have been allowed to fully pursue. Yet, along the way, evidence continued to surface that women attained their success DIFFERENTLY than their male counterparts. The idea of equal opportunity has proven to be a boon not only for women but also for our world. However, that equality does not mean delivery of those opportunities in the same way. Particularly, some evidence suggests that mixing boys and girls in all they do (school, sports, social) is detrimental to both sexes.

Michael Gurian is one such expert. His credentials are impressive. He is an educator of kids and teachers, family therapist, and author of many books, including best sellers on raising and educating boys ("The Wonder of Boys," "A Fine Young Man," "The Good Son.") He makes regular appearances on the morning news shows, CNN, and writes for Time, the New York Times, and the Wall Street Journal among others. Gurian is also the father of three girls. He cares about all kids and what is best for them, not necessarily what is deemed politically correct, or what is economically most convenient in educating them. His theories are based on solid research, particularly the "explosion of information" coming from brain-based studies in the past 10 years. The bottom line is we can't fool Mother Nature. The brain is gender specific — males and females DO think differently and process information differently. What Gurian and others are touting is the beauty of these differences. Rather than making everyone "equal," celebrate (and capitalize!) on the distinctions. In his most recent book, "Boys and Girls Learn Differently," Gurian provides the rationale for this premise, and then provides a practical "blueprint" for creating "ultimate" classrooms. He gives credit for this work to educator and research professor Patrician Henley and special education teacher and young-adult author ("Stuck in Neutral") Terry Trueman. Henley is associated with the University of Missouri-Kansas City. With UMKC, Gurian directs the Gurian Institute that puts theory into practice in Missouri school districts pre-kindergarten to high school through the teachers who are trained in how boys and girls learn differently. The vivid examples in the book derive from the classroom experiences of these teachers. His book is easy to read, living up to the subtitle "A Guide for Teachers and Parents." Part One succinctly, but thoroughly, introduces the research and theory from brain studies (including Gardner's Multiple Intelligences). With easy to follow charts, and anecdotal examples, Gurian explains the biological reasons that boys and girls think differently. He then analyzes how these brain based differences affect learning styles. Now we see why boys jump in the puddles and girls stand to the side and lecture them on disobeying mom. Gurian then ties these facts to "The State of Boys and Girls in Our Schools." He looks at what are the advantages and disadvantages for both sexes in how school is done.

Part Two offers his alternatives — "the ultimate classroom for both boys and girls." He has extensive sections for each grade level: the "ultimate classroom" for preschool and kindergarten, elementary school, middle school, and high school. Each section has a concise summary for quick reference and both the index and the table of contents are quite detailed. For those who are skeptical or want to know more, Gurian provides notes for each section supporting the statements he makes within the text, as well as an extensive "Additional Resources" section. Once again we see the educational pendulum easing back to the middle after wild gyrations to one extreme and then the other. We began the 20th century with the extremist G. Stanley Hall "scientifically" proving that girls are unable to pursue rigorous academics or sports. By the 1970s, the feminist movement had us convinced men and women were absolutely equal. Now, Gurian and others are committed to respecting the uniqueness of all learners — regardless of sex or learning style. Just as individuals — and the sexes — differ, so should how we teach to those differences.

BOOK NOTES by Dr. Joan Ruddiman
2 August 2004

http://www.zwire.com/site/news.cfm?BRD=1091&dept_id=425690&newsid=12512832&PAG=461&rfi=9

home / Previous viewpoint