Gender Stereotyping and Achievement Gap

Gender Stereotyping and Achievement Gap

Gender serotyping predetermines an atmosphere of failure because of language barriers socioeconomic problems, and gender, The achievement gaps which has affected me personally is cognitive retention, poor grades, and social-emotional issues, because of my sons with learning challenges. The solution was homeschooling and finding programs which could help to reverse the problem, which are low test scores, poor grades, and low self-esteem.  The stereotyping towards the male gender is that because of race, and the economic problem there was very little help or optimism to solve the problem (Educational Psychologist, 2005). However, with persistence, the outcome is that one son graduated high school at the age of fifteen because of positive interventions, and the other son is computer network engineer for a prestigious college.

Today, I work with families with children of male and female gender who have poor test scores, poor cognitive skill, and other learning and behavior challenges. (Educational Psychologist, 2005). The gaps in academic achievement are caused by various factors such as gender difference, non-cognitive skills, motivation, socioeconomic problems, genetics, biological causes and environmental influences (Reis & Park, 2001). In elementary schools, girls usually perform better in languages and boys in languages in mathematics. The method to measure achievement gaps in regards to cognitive abilities and neurological function are intelligence testing, standardized test scores, and GPAs. The socioeconomic status determines the resources which are available to improve the student’s cognitive abilities.  Non-cognitive skills, affect the quality of life, social skills in children and adolescence. The early learning program such as head start and other programs can determine that children with cognitive problems who are behind the other children in social skills, fine motor, gross motor, and social-emotional development capabilities. The areas are which require cognitive perception, are math, and reading application, and picture recognition and clarification concepts. The children lack conscientiousness, impulse control, and cognitive focus. The objective is to improve cognitive skills in the male and female gender for academic success, self-fulfillment, employment opportunities, and increase socioeconomic status in later life (Helgeson, 2017).

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The gaps occur because of biological, environmental and socioeconomic factors. However, middle class and upper-class families also may have children with non-cognitive issues but are able to engage their children to improve skills with programs such as; social-emotional programs, art, music, dance programs, interpersonal skill, self-regulatory skills,  independence motivation,  and thus improve cognitive functions.  The outcome from restructuring the curriculum, teacher’s training in social-emotional problems, cognitive skills to improved behavior, retention, and fewer gaps in academic success (Throndsen & Turmo, 2012).  The outcome is that children cognitive functions improve and become emotionally well rounded, less frustration, and have improved well-being (Helgeson, 2017).


Educational Psychologist, (2005). Psychological processes underlying stereotype threat and standardized math test performance. WIN; 40; 1; p53-p63, Database: Social Sciences Citation Index

Helgeson, V. S. (2017). Psychology of gender (5th ed.). New York, NY: Taylor and Francis.

Reis, S. M.; Park, S. (2001). Gender differences in high-achieving students in math and science. Journal for the Education of the Gifted, Vol. 25 Issue 1, p52-73, 22p, Database: Education Source

Throndsen, I. Turmo, A. (2012). Gender Differences in Teachers Beliefs and Primary School Children’s Achievements in Mathematics. Problems of Education in the 21st Century, Vol. 39, p159-170, 12p, 3 Charts. Publisher: Scientific Methodical Center Scientia Educologica.

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