Gender as Attribute of Learner That Influences Nursing Learners’ Gender as a Learning Attribute in Nursing Education
In contemporary nursing education, the role of gender in learning is increasingly recognized as a vital consideration. Gender-related cognitive, emotional, and social factors have a substantial influence on learning processes. Therefore, understanding gender differences in cognitive abilities, communication styles, emotional responses, and social interactions is essential to enhance teaching strategies and optimize educational outcomes for all students. This article explores the gender-related characteristics that influence learning in nursing education and suggests how educators can adapt teaching strategies accordingly.
Gender Characteristics and Their Influence on Learning
Most research on gender differences in learning stems from the fields of educational psychology, neuroscience, and developmental biology. The nursing literature, while sparse in this area, must increasingly consider these findings to better tailor educational experiences for students and patients alike. Gender, as a broad social and biological category, significantly impacts learning styles, cognitive functions, and emotional processing. These distinctions must be considered in nursing education and patient education contexts.
Gender and Learning in Educational Psychology
Two well-established truths about gender and learning are fundamental to understanding gender dynamics in educational settings. First, individual differences within groups of males or females tend to be greater than differences between the genders as a whole. Second, it remains difficult to completely disentangle genetic factors from environmental influences in studies comparing male and female learning patterns (Crandell, Crandell, & Vander Zanden, 2012; Santrock, 2017).
Nevertheless, gender identity influences learning in both direct and subtle ways, with social conditioning playing a significant role. From birth, children are exposed to societal norms and stereotypes regarding gender—pink blankets for girls, blue for boys; dolls for girls, trucks for boys. These early social cues shape behaviors, interests, and cognitive development (Santrock, 2017). Over time, these early gendered experiences contribute to learning differences that manifest across the lifespan.
In terms of educational performance, there is significant evidence that boys and girls often exhibit differences in cognitive abilities, emotional expression, and social interactions, all of which influence learning outcomes. However, these differences are complex and often mediated by both biological and environmental factors.
Biological vs. Environmental Influences on Learning
Biological and behavioral scientists continue to debate how much genetics and environment contribute to cognitive differences between males and females. While the biological basis of gender differences in brain structure and function is undeniable, it is equally clear that socialization plays a significant role in shaping these differences. Researchers like Cahill (2014) argue that sex differences in brain function are too important to ignore. According to the National Academy of Sciences, “Sex does matter. It matters in ways that we did not expect, and undoubtedly, it matters in ways that we have not begun to imagine” (Pardue, 2001, p. x).
For instance, research has shown that women tend to be more attuned to subtle communication cues such as tone of voice and facial expressions, whereas men often rely more heavily on spatial and navigational skills (Thompson, 2010). In cognitive performance, females tend to excel in verbal and linguistic tasks, while males are more likely to perform better in spatial tasks and quantitative reasoning (Reilly & Neumann, 2013).
Neuroscientific Insights into Gender Differences
Advances in neuroscience have provided deeper insights into the structural and functional differences between male and female brains. In a seminal study on sex differences in the human brain, Ingalhalikar et al. (2014) found that male brains have less structural interconnectivity between the two hemispheres compared to female brains. This suggests that men and women may process information differently, with women potentially better at multitasking and men more focused on single tasks. These differences may contribute to the varying cognitive strengths observed in men and women.
Neurobiologist Cahill (2014b) asserts that the mental lives of men and women are shaped by complex biological and social factors, which create subtle but significant differences in how they process information and engage with the world. These findings have profound implications for nursing education, where understanding and addressing these differences can lead to more effective teaching strategies.
Cognitive Abilities and Gender Differences
Cognitive abilities vary significantly across individuals, but certain patterns of gender-related differences have been observed. These differences can influence how students learn and process information in educational settings, including nursing programs.
General Intelligence
Most studies suggest that there is no significant difference between males and females in general intelligence (Reilly, 2012). However, the distribution of specific cognitive abilities, such as verbal skills or spatial reasoning, may differ between genders. Research indicates that while females tend to excel in language-related tasks, males generally perform better in tasks involving spatial reasoning and problem-solving. These differences are small and are not indicative of overall intelligence but reflect cognitive strengths in different areas (Ardila, Roselli, Matute, & Inozemtseva, 2011).
Verbal Ability
In terms of verbal ability, research consistently shows that girls tend to develop language skills earlier than boys. Girls generally outperform boys in tasks involving reading, writing, and verbal comprehension, particularly in the early stages of development (American Psychological Association [APA], 2014). However, by adulthood, these differences are less pronounced, suggesting that environmental factors such as education and socialization play a significant role in shaping verbal ability.
Mathematical Ability
Boys and girls tend to perform equally well in mathematics during early childhood, but by adolescence, boys often outperform girls in tasks requiring mathematical reasoning. Some studies suggest that these differences may result from societal expectations and gender stereotypes rather than inherent ability. Women often report higher levels of math anxiety, which can impair performance on math-related tasks (Ganley & Vasilyeva, 2014). Addressing these stereotypes and encouraging both boys and girls to pursue mathematical challenges could help mitigate these differences.
Spatial Ability
Spatial ability is one of the most consistently observed areas where males outperform females. Tasks that require mental rotation, spatial visualization, and navigation tend to favor males, although the differences are not large. Interestingly, females often excel in tasks that require memory for object locations and complex visual patterns (Kimura, 1999). These differences may be linked to evolutionary roles, with males traditionally performing tasks that required strong spatial abilities, such as hunting, while females performed tasks that required keen visual memory for gathering food and resources (Gorman, 1992).
Gender Differences in Emotional and Social Processing
In addition to cognitive differences, males and females often exhibit different emotional and social processing styles, which can influence learning. For instance, women tend to be more empathetic and sensitive to social cues, which can enhance communication and collaboration in educational settings. Men, on the other hand, may be more independent and task-focused, which can be an asset in problem-solving scenarios (Baron-Cohen, 2005).
Aggression and Emotional Adjustment
Aggression is a personality trait that has been studied extensively in relation to gender. Males, on average, exhibit higher levels of physical aggression than females, which is thought to be related to the effects of testosterone (Baron-Cohen, 2005). Females, however, tend to exhibit more relational aggression, which involves social exclusion or verbal attacks. These differences in aggression styles can influence classroom dynamics and peer interactions, making it important for educators to be aware of these tendencies when managing group activities.
Values and Life Goals
Gender also plays a role in shaping values and life goals, which in turn influence learning motivation and achievement orientation. Research has shown that women are often more motivated by collaborative and altruistic goals, while men are more likely to pursue individual achievement and competition (Eliot, 2009). These differences can affect how students approach learning tasks and how they respond to various teaching strategies. In nursing education, where collaboration and empathy are key, understanding these motivational differences can help educators create more supportive learning environments.
Teaching Strategies According to Gender Differentiation
Given the differences in cognitive, emotional, and social processing between genders, it is essential for educators to adopt teaching strategies that accommodate these variations. In nursing education, where both male and female students are preparing for careers that require empathy, critical thinking, and collaboration, gender-sensitive teaching strategies can enhance learning outcomes.
Tailoring Instruction to Gender Differences
One effective approach is to provide a mix of teaching methods that cater to different learning styles. For example, incorporating both verbal and spatial tasks into the curriculum can help ensure that students with different cognitive strengths are equally challenged and supported. Group work and collaborative projects may be particularly beneficial for female students, who tend to excel in communication and teamwork. On the other hand, providing opportunities for independent problem-solving and critical thinking tasks can engage male students, who may prefer more autonomous learning experiences.
Addressing Stereotypes and Encouraging Equity
It is also crucial to address and challenge gender stereotypes in the classroom. Encouraging both male and female students to pursue traditionally gendered fields, such as men in nursing and women in STEM (science, technology, engineering, and math), can help break down barriers and promote gender equity. Additionally, providing mentorship and role models of both genders in various fields can inspire students to pursue their interests without being limited by societal expectations.
Promoting Emotional Intelligence
In nursing education, emotional intelligence is a critical skill for success. Educators should emphasize the importance of empathy, communication, and emotional regulation in patient care. By fostering emotional intelligence in both male and female students, nursing programs can prepare graduates who are not only technically skilled but also emotionally attuned to their patients’ needs.
Conclusion
Gender plays a significant role in shaping cognitive abilities, emotional responses, and learning styles. While biological differences between male and female brains contribute to these variations, environmental factors such as socialization and education also play a crucial role. In nursing education, understanding and addressing gender differences can lead to more effective teaching strategies, improved student outcomes, and a more inclusive learning environment. By adopting gender-sensitive approaches to teaching, educators can help all students reach their full potential, regardless of gender.
Emotional Adjustment Across Genders
The emotional landscape of individuals, while somewhat similar during childhood, begins to diverge significantly between genders as they mature. Research has demonstrated notable differences in how males and females perceive, process, and express emotions. While the emotional stability of boys and girls is roughly equivalent during early childhood, distinct variations in emotional responses and coping mechanisms emerge as they grow older. These differences are not merely anecdotal but have been substantiated through various studies, which reveal a complex interplay between biological, cultural, and social factors.
One notable study, which spanned 55 cultures, revealed that women generally tend to be more emotionally expressive than men, particularly when it comes to perceiving and reacting to verbal and visual emotional cues. Women tend to exhibit stronger feelings of sadness and are often more attuned to the emotions of those around them. Men, by contrast, are typically less extroverted and conscientious in their emotional displays. When faced with stress, men are more likely to exhibit a physiological response, such as an increase in blood pressure, and their emotional experiences—particularly in the realms of love and anger—are often less intense than those of women. These differences can be traced to a variety of influences, including cultural expectations, social stereotyping, and genetic predispositions.
The emotional reactions of women have significant implications for their overall well-being, both physically and mentally. For example, women are generally more prone to conditions such as depression, anxiety, and mood disorders, while men are more likely to suffer from hypertension, substance abuse, and antisocial behaviors. These tendencies are not isolated incidents but reflect broader patterns observed across different cultures and societies. Larkin (2013) points out that these emotional and behavioral differences, while partially rooted in biology, are often reinforced by societal norms and expectations.
Moreover, evidence indicates that adolescent girls and adult women exhibit more neurotic symptoms than their male counterparts. This discrepancy may be a reflection of societal definitions of mental health, which often align with male roles and behaviors. Mental health tests, for example, have historically been designed by men and may inherently carry a bias against females, thus skewing the results and reinforcing existing gender stereotypes.
Values, Life Goals, and Gender Roles
Historically, men and women have gravitated towards different career paths and life goals, shaped in part by societal expectations and gender roles. Men have traditionally shown a greater interest in scientific, mathematical, and mechanical fields, as well as in physically demanding occupations. Their value systems have often been aligned with economic and political priorities. Women, on the other hand, have typically been drawn to literary, social service, and clerical roles, with a stronger emphasis on aesthetic, social, and religious values.
However, these traditional roles and values have evolved significantly over time. As society has shifted towards a more egalitarian viewpoint, women have begun to challenge and redefine their roles in both the workplace and in society at large. This shift has been facilitated by changing perceptions of what women can and should aspire to, as well as by increased opportunities for women in fields that were once dominated by men. Today, women are more likely than ever to pursue careers in science, technology, engineering, and mathematics (STEM), and their values increasingly reflect a broader range of interests and priorities.
While some differences in values and life goals between men and women remain, they have become less pronounced over time. This shift reflects broader societal changes, including the growing recognition of the importance of equal opportunities and the dismantling of traditional gender stereotypes.
Achievement Motivation: Social Skills vs. Competitive Activities
Achievement motivation also varies between genders. Females tend to focus more on social skills and relationships when expressing their drive for success. They often seek to excel in areas that involve interpersonal connections and emotional intelligence. Males, conversely, are more likely to channel their achievement motivation into intellectual pursuits or competitive activities. This difference is thought to stem from deeply ingrained gender role expectations, which are communicated from a very young age.
These gendered expressions of achievement motivation reflect broader societal norms that have long associated men with competition and intellectual prowess, while women have been more closely linked to nurturing and emotional intelligence. However, as gender roles continue to evolve, these distinctions may become less pronounced. Both men and women are increasingly encouraged to pursue success in a wide range of areas, from intellectual pursuits to social and emotional achievements.
The concept of the “gender gap” in behavioral and biological traits is well-documented, as is the phenomenon of gender bias. Gender bias refers to the preconceived notions about the abilities of men and women that can prevent individuals from reaching their full potential. These biases can manifest in many ways, from limiting career opportunities to shaping societal expectations of what men and women should be able to achieve.
Gender Differences in Healthcare Needs
Gender differences also play a significant role in healthcare, particularly when it comes to aging and mortality rates. Current life expectancy data suggest that women, particularly white women, live longer than men. White women, for example, have an average life expectancy of approximately 80 years, while white men can expect to live around 73 years. Men also tend to have higher mortality rates for each of the ten leading causes of death (Kochanek, Murphy, Xu, & Tejada Vera, 2016).
While these statistics provide a clear indication of gender differences in mortality, they also underscore the need for more research into women’s health. For many years, women’s health issues were underrepresented in medical research, leading to a gap in knowledge and understanding. However, this trend has begun to change over the past two to three decades, as more attention is being paid to the unique physical and mental health challenges faced by women (DeCola, 2012; Dignam, 2000; US Department of Health and Human Services [US-DHHS], 2012).
One factor that is already well-established is that women are more likely than men to seek out healthcare services. This tendency may be partly due to women’s traditional roles as primary caregivers for their children, which often necessitates frequent interactions with the healthcare system. In addition, cisgender women, particularly during their childbearing years, require specialized care related to pregnancy and childbirth (Smith, 2006). However, other factors, such as socioeconomic status and overall health, also contribute to gender differences in healthcare utilization (Bertakis, Azari, Helms, Callahan, & Robbins, 2000; Courtenay, 2000; Kaiser Family Foundation, 2015; Regitz-Zagrosek, 2012).
Research has shown that women tend to report higher levels of symptom distress, including pain, fatigue, and nausea, compared to men (Falk et al., 2016). This may be partly due to the fact that women’s symptoms are often taken less seriously by healthcare providers, leading to disparities in care. These gender-based differences in healthcare experiences highlight the importance of providing culturally and gender-sensitive care to all patients.
Men, by contrast, are less likely to seek routine healthcare services, particularly when it comes to preventive care and health promotion. This reluctance may stem from societal expectations that men should be strong, independent, and self-reliant. Men are also more likely to engage in risky behaviors, such as substance abuse and dangerous occupations, which can lead to a higher incidence of accidents, heart disease, and other health issues. Additionally, men are less likely to recognize or report symptoms, which can delay diagnosis and treatment (Courtenay, 2000).
Sexual Orientation, Gender Identity, and Healthcare
When considering gender and healthcare, it is crucial to include the experiences of LGBTQ individuals. Although exact statistics are difficult to ascertain, it is estimated that the LGBTQ population in the United States numbers over 8 million people (Fenway Institute, 2010). However, this figure may be an underestimate due to underreporting and the lack of questions about sexual orientation and gender identity in official surveys, such as the U.S. Census (Gates, 2013).
The healthcare needs of LGBTQ individuals are often overlooked, and this population faces unique health disparities. Social stigma, structural barriers, and a lack of culturally appropriate care contribute to these disparities. For example, LGBTQ individuals are more likely to experience mental health issues, including depression, anxiety, and suicide, as well as higher rates of substance abuse (Livingston et al., 2015; Woodiel & Cowdery, 2014).
Barriers to accessing healthcare, such as discrimination and a lack of insurance coverage for same-sex partners, further exacerbate these disparities (Mayer et al., 2008; Gonzales, 2014). Additionally, LGBTQ patients often face negative interactions with healthcare providers, leading them to avoid seeking care unless absolutely necessary (Durso & Meyer, 2012; McRae et al., 2008).
Teaching Strategies for Gender-Inclusive Care
To provide effective care to individuals of all genders and sexual orientations, nurses must be aware of the unique needs and learning styles of their patients. Gender differences can influence how individuals approach health and healthcare, and nurses must be prepared to adapt their teaching strategies accordingly.
Davidson, Trudeau, van Roosmalen, Stewart, and Kirkland (2006) emphasize that gender is a “multifaceted construct” that includes personality traits, coping skills, social supports, and health-related behaviors. Nurses should consider these factors when planning teaching strategies, recognizing that both biological and social differences can affect how individuals engage with healthcare services. Nurses must create a welcoming environment for all patients, including members of the LGBTQ community, and be mindful of the language and symbols they use.
Conclusion
In conclusion, gender plays a significant role in emotional expression, healthcare needs, and the strategies used to engage individuals in health education. Understanding and addressing these differences is crucial for providing comprehensive and culturally sensitive care to all patients. By recognizing and challenging traditional gender roles and biases, healthcare providers can better support the health and well-being of individuals from all walks of life.