Please review the attached responses and respond to the listed post. Please write as if you are adding to the conversation and not analyze the structure of their post. Please label each paragraph’s response 1, response 2 and response 3. Take the topic and expand it further into three separate paragraphs of 90 words each: References: Andersen, M., & Witham, D. H. (2011). Thinking about women: Sociological perspectives on sex and gender (9th ed.). Allyn & Bacon. Response 1 Tiara: Welcome to Week 6 where we are discussing deviance and education. Like many things, most people view gender and races when it comes to our roles in society. There are many stereotypes for gender and race, but we are specifically discussing gender in deviance and education. For this week’s forum, I will be discussing option 2. The biggest difference in education is the expectation of behavior and knowledge. In grade school, most girls are known to be more motivated in the classroom compared to boys. With that being said, some may hide their excitement of school to fit in with both genders, grades are not really affected. “Even if this occurs, though, it does not affect their grades: from kindergarten through twelfth grade, girls earn slightly higher average grades than boys (Freeman, 2004)” (Educational Psychology). Typically when both genders reach high school, stereotypes start to kick in. Boys are known to draw more to math and science while girls are more drawn to literature and art, you can normally see the performance within grades. Teachers have an influence in the classroom too. Teachers are more likely to interact with boys compared to girls on a margin of 10 to 30 percent. (Educational Psychology). This goes for education as well as behavior at school. Girls are commended for good behavior while the bad behavior from boys is more of a focus. With that being said, when girls are acting inappropriately, it is over looked while good behavior in boys is overlooked. “The net result in this case is to make girls’ seem more good than they may really be, and also to make their “goodness” seem more important than their academic competence. By the same token, the teacher’s patterns of response imply that boys are more “bad” than they may really be.” (Education Psychology). When biased depictions of gender are already in place, this can make or break interactions in the classroom. I would say overall success among both genders are expected in different ways due to different views on each gender. Have a great week everyone! -Tiara Resources Educational Psychology (N.D.) “Gender Differences in the Classroom”. Retrieved at: Gender differences in the classroom | Educational Psychology (lumenlearning.com) Response 2: Cassandra Looking into the world of education we can see a gender gap and differences in the academic performance. In the United States, most children start kindergarten at the age of 5, 10% of children will start a year later. A late start is more common in boys, research showed 60% of boys had a delayed start to kindergarten and 66% of boys repeated their kindergarten year and were more likely to be held back a grade. Studies show that when comparing boys and girls academically their maturity and age is not taken into consideration. Research showed that boys and girls from low-income families started out around the same academically in first grade but by fifth grade girls were seen to be a little more advanced but boys and girls from middle- and upper-class families were around the same academically. It has been shown that boys are more likely to experience reading disorders, antisocial behaviors, attention disorders, delayed speech and show more disruptive behavior in the classroom.