First Advisor
Melanie Langlois
Date of Award
8-2024
Document Type
Thesis
Degree Name
Bachelor of Science (B.S.) in Psychology and University Honors
Department
Psychology
Language
English
Subjects
educational psychology, neurobiology, development, gender, achievement gap
DOI
10.15760/honors.1638
Abstract
Male accomplishment in scholastic settings has been declining globally for the last decade, leading to long-term consequences for boys and men. Possible neurobiological underpinnings of the gender gap in education are discussed in this literature review. While male and female differences have, in the past, largely been considered socialized, recent science also confirms neurobiological variances between male and female development. These distinctions are assessed for their potential ties to the decline in male academic success, and are correlated to classroom practices, strategies and interventions meant to increase boys' engagement and performance.
Rights
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Persistent Identifier
https://archives.pdx.edu/ds/psu/43674
Recommended Citation
Emery, Allison, "Wired for Success: A Neurobiological Approach to Improving the Academic Outcomes of Middle School Boys" (2024). University Honors Theses. Paper 1606.
https://doi.org/10.15760/honors.1638
Included in
Child Psychology Commons, Cognitive Science Commons, Developmental Neuroscience Commons, Developmental Psychology Commons, Feminist, Gender, and Sexuality Studies Commons