This is one reason for many girls' discomfort with deep computer design language.Although some girls excel in these areas, more males than females gravitate toward physics, industrial engineering, and architecture.
The female brain tends to drive itself toward stimulants—like reading and writing—that involve complex texture, tonality, and mental activity.
On the other hand, because so many cortical areas are used for verbal-emotive functioning, the female brain does not activate as many cortical areas as the male's does for abstract and physical-spatial functions, such as watching and manipulating objects that move through physical space and understanding abstract mechanical concepts (Moir & Jessel, 1989; Rich, 2000).
Research into gender and education reveals a mismatch between many of our boys' and girls' learning brains and the institutions empowered to teach our children.
We will briefly explore some of the differences, because recognizing these differences can help us find solutions to many of the challenges that we experience in the classroom.
It's true that culture affects gender role, gender costume, and gender nuances—in Italy, for example, men cry more than they do in England—but role, costume, and nuance only affect some aspects of the learning brain of a child.
New brain imaging technologies confirm that genetically templated brain patterning by gender plays a far larger role than we realized.With more cortical areas devoted to verbal functioning, sensual memory, sitting still, listening, tonality, and mental cross talk, the complexities of reading and writing come easier, on the whole, to the female brain.In addition, the female brain experiences approximately 15 percent more blood flow, with this flow located in more centers of the brain at any given time (Marano, 2003).These typical “boy” qualities in the brain help illustrate why boys generally learn higher math and physics more easily than most girls do when those subjects are taught abstractly on the chalkboard; why more boys than girls play video games that involve physical movement and even physical destruction; and why more boys than girls tend to get in trouble for impulsiveness, shows of boredom, and fidgeting as well as for their more generalized inability to listen, fulfill assignments, and learn in the verbal-emotive world of the contemporary classroom.For a number of decades, most of our cultural sensitivity to issues of gender and learning came from advocacy groups that pointed out ways in which girls struggled in school.We now need a new movement to alter classrooms to better suit boys' learning patterns if we are to deal with the gaps in grades, discipline, and reading/writing that threaten to close many boys out of college and out of success in life.