Прочитайте текст два раза и выполните следующие задания. If there is no difference in general intelligence between boys and girls, what can explain girls' lack of success in science and mathematics?

If there is no difference in general intelligence between boys and girls, what can explain girls' lack of success in science and mathematics?

It seems to be that their treatment at school is a direct cause. Mathematics and science are seen as mainly masculine subjects, and therefore, as girls become teenagers, they are less likely to take them up. Interestingly, both boys and girls tend to regard the «masculine» subjects as more difficult. Yet it has been suggested that girls avoid mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys, nor do they want to do better than boys because they are afraid to appear less feminine and attractive.

However, if we examine the performance of boys and girls who have undertaken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be world-wide. Biological explanations have been offered for this, but there are other explanations too.

Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences. From their first days in nursery school, males are encouraged to work on their own and to complete tasks: this is essential behaviour for learning how to solve problems later on.

Apart from that, there can be little doubt that teachers of mathematics and science expect their male students to do better at these subjects than their female students. They even appear to encourage the difference between the sexes, not consciously¹, but they still do it. They spend more time with the male students. They are more likely to call on boys for answers and to allow them to take the lead in classroom discussion. They also praise boys more frequently. All of this tends to encourage boys to work harder in science and mathematics and to give them confidence, to convince them that they are able to succeed.

Such male-oriented teaching is not likely to encourage girls to take many mathematics and science courses. It seems certain, then, that where these subjects are concerned, school widens the difference between boys and girls.

¹ consciously —сознательный

Test № 28

I. Определите, верны (True) или неверны (False) сле­дующие утверждения.

1. Some scientists explain girls' lack of success in science and mathe­matics by their biological characteristics.

2. The author believes that mathematics and science are treated as masculine subjects because they are more difficult than other subjects.

3. Teachers of mathematics and science tend to encourage the difference between sexes.

4. Male students don't usually allow female students to take the lead in classroom discussions.

II. Ответьте на следующие вопросы.

1. What are social reasons for which girls avoid mathematics courses?

2. What do the worldwide statistics on science achievement show?

3. When, according to the author, does the difference in the approach to girls and boys come out?

4. What, according to the author, is the essential behaviour for learning how to- solve problems?

III. Исправьте предложения в соответствии с содержани­ем текста.

1. Girls are more likely to take up mathematics and science as they become teenagers.

2. It seems certain that where mathematics and science are concerned school encourages competition between boys and girls.

№29

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