For class on 4/18 we had to read two articles: "Picking Barbie's brain: Inherent Sex Differences in Scientific Ability?" and "Neocultures Manifesto". The former concluded that there are no inherent biological differences between the two sixes while the later advocates for a critical approach to considering research and issues relating to neuroscience and the brain. While the first article is by no means definitive evidence that there are no absolutely no biological differences between the sexes, it certainly follows that assuming there is a biological difference between the sexes is wrong. The second article reinforces the need for all of us to approach research and cultural norms on sex differences with a critical and unbiased viewpoint.
I think this holds especially true for teachers. In class Tuesday we spent a period of time discussing the role of educators in shaping children and their views on disability. In particular the point was made that the education department here at SUNY Fredonia emphasizes that teachers should treat all pupils as equal, regardless of gender, disability, or any other categorization. I think that that is wonderful and shows that positive progress is being made towards a balanced, unbiased view on various issues like disability and gender. The following documentary, created for this year's Disability Awareness Week, in part highlights the successes and failures of schools in dealing with people with disabilities.
I can completely get on board with your statement. It is clear based on previous research that conclusions are flawed based on the thought process that brain size must matter in the functioning child. Yet in most cases the results proved otherwise, yet the conclusions seemed to show support for the sexist idea that small brains mean inferiority or something of that nature.
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