Abstract
Brief Literature Review Gender similarities and differences – outside the educational setting – are at times highlighted and at other times diminished. Hyde (2005) believes in gender similarities, pointing to the areas of overlap between males and females as opposed to documenting differences. Gender differences in educational outcomes persist, whether one adopts gender similarities or different points of view. Girls are less likely to pursue careers in Science, Technology, Engineering or Mathematics (STEM) (Beede et al., 2011). Boys are less likely to graduate from high school (U.S. Department of Education, 2012a). Teacher education and professional development in the area of gender and education is limited in scope (Zittleman & Sadker, 2002). Statement of the Problem This study focused only on gender and its impacts on educational outcomes. This study explored the general factors modulating teachers’ understanding of gender differences in the classroom. Methodology The study was conducted using a mixed-methods action research format. The survey data were disaggregated and analysis was applied to each of the key research questions. Parent and teacher interview responses were codified and themes are presented. Conclusions and Recommendations This study confirms the lack of professional development in the areas of gender and education. The study also confirmed teachers have perspectives about the differences between boys and girls in the elementary/grammar classroom. Finally, the study suggests at least within-school differences in educational outcomes, including educational achievement, school engagement, and discipline should be explored and addressed by school leadership. Two areas of continuing research are indicated as a result of this study. First, further research into the impact of no male teachers, or very few male teachers, on a school site should be explored. Second, there is a need to look at schools where there is a within-school gender achievement gap and explore the variables that lead to a persistence of the achievement gap.