Girls are often stereotyped as having better verbal fluency, social skills, and attention to detail, while boys are stereotyped as having better mathematical ability.

Gender differences in learning are influenced by a complex interplay of biological, cultural, and environmental factors.

On average, girls tend to outperform boys in reading and writing skills, while boys tend to outperform girls in mathematics and science.

Gender-biased teaching practices can include calling on boys more often than girls in class discussions, assuming that boys are better at math and science than girls, and using textbooks that portray women and men in stereotypical roles.

Gender conformity refers to the tendency for girls to conform to gender stereotypes more than boys. This can be influenced by a variety of factors, including socialization, media, and peer pressure.

While encouraging girls to pursue careers in STEM fields is an important goal, it is not a strategy for reducing gender bias in the classroom. Strategies for reducing gender bias in the classroom focus on creating a more equitable learning environment for all students.

Boys are more likely to be diagnosed with ADHD than girls, although the reasons for this are not fully understood.

Gender-neutral teaching practices include using gender-neutral language, providing equal opportunities for boys and girls to participate in class discussions and activities, and using textbooks that portray women and men in non-stereotypical roles.

Gender aggression refers to the tendency for boys to be more aggressive than girls. This can be influenced by a variety of factors, including socialization, media, and peer pressure.

Boys are often stereotyped as having better mathematical ability, physical strength, and attention to detail, while girls are stereotyped as having better verbal fluency.

On average, boys tend to outperform girls in mathematics and science skills, while girls tend to outperform boys in reading and writing skills.

Gender-biased assessment practices can include using tests that are normed on boys, using tests that contain gender-biased items, and using tests that are timed.

Gender cooperation refers to the tendency for girls to be more cooperative than boys. This can be influenced by a variety of factors, including socialization, media, and peer pressure.

Providing gender-specific education programs is not a strategy for promoting gender equity in education. Instead, the focus should be on creating a more inclusive and equitable learning environment for all students.

Gender differences in learning are influenced by a complex interplay of biological, cultural, and environmental factors. While biology may play a role, it is not the sole determinant of gender differences in learning.