There are gender differences in learning styles specific to science, mathematics, engineering and technology (STEM), that teachers of these issues should be borne in mind when designing curricula and teaching in the school. First, the general, girls have much less experience of the practical application of principles of learning in the laboratory setting than boys. This may happen in the computer lab, science laboratory, or an automatic laboratory – the principle is the same for all these options – it requires total technology solutions scheme, accompanied by the use and handling of tools and skills of spatial relations that very few girls bring with them to class for one day compared to boys.

Let’s look at some of the reasons why girls come to class with a smaller core STEM skills necessary for success in this domain. All boys and girls play with different kinds of games in early childhood, which provide different kinds of experience. Most girls play games that emphasize relationships (eg, playing house, playing with dolls) or creativity (eg, drawing, painting). In contrast, boys play computer and video games, or games that emphasize the building (eg, LEGO ®), both of which develop problem-solving, spatial relations and practical skills.

The study of gender differences in spatial relations skills of engineering students in the U.S. and Brazil have found that there is a large gap between the skills of female and male students. These studies are attributable to the skills of girls is set in 2 statistically significant factors: 1) less experience, playing with toys, building and 2), taking less than the development of courses to the technical program. Spatial relations skills are important for equipment. Gender Studies majors in Computer Science Carnegie-Mellon University (one of the foremost computer science programs in the country) and found that, overall, male students are equipped with much better than the computer skills of female students. It equips students with a large male advantage in the classroom and can affect the confidence of female students.

Are these the nature of gender differences and educate? There is considerable evidence that they raise. Studies show that most of the games leading computer and video appeal to male interests and predominantly male characters and themes, it is not surprising that girls are much less interested in playing them. The study of computer games on children is now established that 17% of the female characters in games and 50% of them are either props, they have a tendency to faint, a high-pitched voices, and very sexy.

There are several studies that show that when girls and women are provided the building blocks necessary for success in STEM, they will do well if not better, than their male counterparts. Introductory Robotics Engineering class showed that while men are doing somewhat better on tests than females, females and males in the post-test after class.

Another important area of gender differences that STEM teachers should bear in mind not so much with the actual skills and experience, and more to do with perception and confidence. For women, confidence is a predictor of success in the classroom STEM. They are much less likely to maintain interest if they feel that they are unable to mastering the material. Unfortunately, two factors work against women’s level of confidence: 1) most of the girls actually have less experience with stem content of the course than their male counterparts, and 2), men tend to overestimate their achievements while females minimize their own. The study, conducted at Carnegie Mellon Computer Science graduate students have found that even when boys and girls engaged in equally wise class, students reported feeling less comfortable. Fifty-three percent of men rated themselves as “very willing”, as opposed to 0% of women.

It is important to note that many of the learning style, the above differences are not strictly a gender perspective. They are not based on differences of students with work experience in STEM, problem solving, as well as practical skills obtained from playing childhood and life experiences, and those who did not have the same type of impact. Review of the literature on minority students and STEM believes that students of color are less likely have experience in STEM background and therefore lacking many of the same building blocks STEM, both girls and have the same lack of confidence. Many of the STEM curriculum and pedagogy solutions that work for students, will also work for students of color for that reason.