Gender Differences in Ways of Knowing: The Context Dependence of the Attitudes Toward Thinking and Learning Survey (original) (raw)

Ways of knowing and patterns of reasoning: searching for gender-sensitive dimensions

Unlike most studies on gender and learning, which use general theoretical frameworks (and instruments) on student learning, this article investigates the Epistemological Re ection Model which has been developed from a gender perspective. This cognitive development model includes four hierarchically ordered ways of knowing, and two patterns of reasoning within each of these ways of knowing. The patterns of reasoning are assumed to be gender-related and can be described, in general terms, by using the concepts of connectedness and autonomy/separation. To extend the model's validity, the authors investigated this model by making use of interviews in one study and questionnaires in another. In the interview study, the patterns of reasoning turn out to be gender-related, especially with the patterns supposedly more often used by men. In the questionnaire study, on the other hand, the patterns of reasoning do not turn out to be gender-related. In the discussion section, these results are interpreted and the model is discussed in detail.

Ways of Knowing and Patterns of Reasoning: Women and men in adult secondary education

Gender and Education, 1998

Sex differences in general knowledge

Intelligence, 2002

A general information or knowledge test, which was shown to measure 19 domains of general knowledge, six first-order factors and one second-order general factor, was constructed. Data obtained from 469 female and 167 male undergraduates were tested for sex differences using Student's t and Hotelling's multivariate t. It was found that males obtained significantly higher means than females on the second-order general factor and on four of the six first-order factors identified as information about Current Affairs, Physical Health and Recreation, Arts and Science. Females obtained a significantly higher mean than males on the first-order factor identified as Family. There was no sex difference on the remaining first-order factor identified as Fashion. The results confirm the findings in a number of standardisation samples of the Wechsler tests that males obtain higher average scores than females on the Information subtests and that this is not attributable to a bias in favor of males on these tests. D

Adapting Ways of Knowing Dependent on Context

Wichita State University, 2010

This study is a further investigation of epistemological beliefs, specifically ways of knowing, and whether people will adapt these beliefs dependent upon social context (i.e. ingroup or out-group). In addition, this research examined the role of gender and one's use of connected knowing (CK) or separate knowing (SK). One hundred twenty-three college students were surveyed to determine if use of CK or SK shifted when thinking of in-group or out-group associations. Results did not confirm a shift in the use of CK or SK dependent upon social context. The results confirmed that men had higher SK scores than women; however, no gender differences were confirmed in CK scores. vi

A survey of gender and learning styles

1995

This study was conducted to investigate differences in learning styles between men and women. The study is based on the learning style work by Belenky, Clinchy, Goldberger, and Tarule and David Kolb. A survey that included the Kolb Learning Style Inventory, 12 Educational Dialectical questions, and a subjective question was administered to 72 subjects of various ethnic groups. The results showed that men and women were found to have different learning styles, and in general, men seemed to find congruence between traditional education and their learning style while women did not.

Sex differences in general knowledge domains

Collegium antropologicum, 2009

The aim of this study was to investigate some cognitive differences in highly comparable (according to age, education and motivation) samples of female and male university graduates in Croatia. Female (N=280; age X = 26.59; SD = 2.84) and male participants (N=96; age X = 26.99; SD = 2.99) were university graduates in economics, law humanities and social sciences applying for positions in public service. As part of the selection procedure, they were given a number of cognitive tests. The results were that men obtained higher average scores on the g-factor intelligence test, on the general knowledge tests of natural and social sciences, world religion and customs, and knowledge of current affairs. There were no significant sex differences on vocabulary, foreign language ability and general knowledge of culture. An analysis of covariance, with intelligence test as a covariate, showed that sex differences in general knowledge were present when intelligence was controlled.

Gender differences in learning styles: A narrative review and quantitative meta-analysis

Higher Education, 1994

This article reviews research on gender and learning styles of students, 18 and older, conducted after 1980. Curry's onion model (1983) is used to classify definitions of learning styles and to reconstruct the theoretical frameworks used. The extent to which learning style is considered stable or variable in different learning contexts determines its position in the model. Most studies used theoretical frameworks that belonged in the middle or outer layers of the model. This location indicates the strong influence of learning context on women's and men's learning styles. While there were differences between learning styles, research designs rarely included learning contexts.

The Effect of Gender on Cognitive Structuring: Who are More Biased, Men or Women?

Psychology, 2010

The effect of gender on the use of cognitive structuring (CS) is examined in three studies (n = 356). Study 1 showed that Israeli men use less diagnostic information (display more confirmation bias) than Israeli women. Study 2 demonstrated that Polish adolescent male but not female were influenced by implicit cues in a judgment task a Study 3 showed that the correlation between trait anxiety and the state anxiety measures, in first degree relatives of patients in a cardiac intensive care unit in Israel, was significantly higher for Israeli men than for women. According to the findings of the three studies, women use cognitive structuring to a lesser degree than men do.

Gender Differences in Ways of Knowing: The Context Dependence of the Attitudes Toward Thinking and Learning Survey (original) (raw)

Related papers