Mindset and Gender Influence

Gender and mindset in academic performance

Gender and mindset have an effect on academic performance as well as motivation which leads to the development of stereotypes. For instance, boys are thought to be good performers in mathematics and sciences while the girls are said to be good in languages. It is not clearly known whether the differences in these different subjects based on gender differences is affected by the gender or it is just a mindset among the parents, students, and teachers. Therefore there is a need to determine whether these differences are affected by gender based on the stereotypes which exist. Some reports indicate that is not actually the gender which affects the academic performance, but rather the level of masculinity and femininity among the students. The desire for achievements and self-motivation is a mindset in the feminine gender while the mindset of succeeding is in the masculine gender (Tuwor & Sossou, 2008). However, there is a need for all stakeholders in education to make sure that they do away with the existing mindsets on the students and themselves too. Moreover, these stakeholders need to make the students develop both the feminine and masculine mindsets in all subjects so that they can perform relatively well. As a matter of fact, there are no subjects who are hard or easy for a certain gender than the other but it are the mindset and stereotypes that make all the notable and existing differences.

 

Features Gender and mindset in academic performance

The real differences that exist in academic performance per subjects among the different genders are also due to the variations in terms of motivation and belief in oneself when handling the respective subjects. For instance, the boys have a higher level of self-belief and a positive mindset in mathematics and science subjects than the girls because many people view these subjects are viewed to be the boys’ subjects. In most cases, it is the beliefs which determine the level of motivation regarding the academic performance in subjects (Tuwor & Sossou, 2008). Some subjects like science and mathematics were developed many years ago as a result of the trade development. These subjects were the tools of work which drove the economy through discoveries but it is the men who were working while the women were taking care of their husbands and sons. Therefore it was only men who were allowed and had an opportunity to study sciences and mathematics. Therefore as knowledge in these concepts went deep, it is only the men who managed to learn more while the women received only a basic learning. In most cases, the females say that their average performance in mathematics and sciences is due to the dedication that they put in these subjects. Moreover, they argue that the failure in these subjects is due to other factors such as failure to understand the concepts and low level of intelligence. On the other hand, the male students attribute their good performance in these subjects to internal intelligence, interest, and abilities. Poor performance in these subjects in males is linked to external factors such as lack of support from the teachers. At the end of the day, these psychological behaviors in academic performance become a blame game which makes the males and females students to develop a positive mindset towards certain subjects.

 

The aims of the study

It is therefore believed that differences in academic performance between girls and boys are solely dependent on the mindsets which come from the students themselves. The variations again stem from the fact that most people have attitudes towards certain subjects depending on the mindsets that they have towards a certain gender. The effects of these mindsets based on gender may make the students make unrealistic career choices and fail to meet some lifetime expectations. The aim of this study, therefore, will be to determine the relationship between academic performance among the boys and girls in Demax mixed high school in Qatar. Moreover, the study will determine the correlation between motivation, mindset, and performance in science and mathematics subjects. This will involve the students first and second levels of study who attend the same classes

 

Study design

This study will examine the mindsets and academic performance in various subjects with respect to gender differences. The study participants will be 200 in total that is, 100 boys and 100 girls aged between 14 to 18 years of age. Half of the students will be in level one while the other half will be in level two of study. A second survey will be done on 10 teachers to get their responses and views regarding the mindset and gender in terms of academic performance in some subjects. The ratio of the boys to girl’s students will be equal to rule out the possibility of gender bias. First, the form of informed consent will be read and signed by each of the participating teachers and students (Martin, 2007). Therefore, interviews will be administered to each study participant individually so as not to influence each others’ responses outcomes. The variables to be addressed in this study will be subject attitudes through self-assessment and past skills, mindsets regarding the approach of mathematics and sciences. The lifetime goals that the students have in life will also evaluate alongside the value of learning science and mathematics subjects. The achievement goals will split into two within the questionnaires so as to explore the performance approaches approach like pleasing the teacher as well as the performance avoidance approach like fearing to appear foolish in front of other students.

The resulting data will be coded, cleaned and analyzed using statistical software SPSS 22 to make meaningful conclusions about the association between gender and mindset in academic performance. The results will be summarized in tables and charts with the test of correlation among some variables clearly presented.

 

Ethical issues

Although this research is very important, there several ethical issues which need to be observed. For instance, confidentiality of the responses should be kept a secret so as assure them on the safety of the collected information. Respect for the rights and dignity of the respondents should be maintained so that they comfortable during the interviews. This includes but not limited to the way the research psychologists approach the respondents. The results from a psychology research also need to be communicated back to the respondents so that they can be beneficiaries of the research outcomes.

 

 

 

 

 

 

References

 

Martin, D. W. (2007). Doing psychology experiments. Cengage Learning.

 

Tuwor, T., & Sossou, M. A. (2008). Gender discrimination and education in West Africa: strategies for maintaining girls in school. International Journal of Inclusive Education, 12(4), 363-379.

 

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