Gendered Lives
Question One
The law participation of girls and women I math and science is attributed to how society treats this subject about girls and women. A general biased consensus is made based on claims that math and science are for the boy. This, however, is very wrong because the performance of every individual depends on the environment they grow. The difference model distinguishes the characteristics of boys and girls by assessing their strengths. The deficit model segments the children according to performance and may have extra care. This is not healthy as the problem is attitude fueled by society.
Question Two
Jen Oxley presents several examples of difference and deficit models in the Ted talk. One of the case included the inscription in the T-shirts the children were being given. The girls-shirt was written fashion, painting, and shopping, then math put at the bottom. Unlike their counterparts, the boy’s T-shirt has pictures of superman, cars and tall building. This motivates the boy to more big things while the ladies do not get anything. This is to indicate how society plays a part in undermining gils. Oxley gives an example of how she managed to be where she was because the parents provided a pleasant environment where she learned she could do.
Question 3
I agree with the speaker concerning the changes that can be made to encourage girls to study math. The other methods that be used include having regular competitions at school and letting the girls find the solutions. Here can also be math clubs in which the girls would be the leaders. Grade subject panelists can be assigned to girls and have their supports as the boys.