Boys' Lack of Interest in Fine Arts in a Coeducational Setting: A Review of Sex‐Related Cognitive Traits Studies

Abstract

Fine arts teachers' concerns about male underachievement in a Quebec coeducational high school, and a related survey showing boys' negative perceptions of fine arts motivated this interdisciplinary literature review. Referring to biology and cognitive science, the article explores concepts of sex‐related cognitive traits to help in designing sex‐adapted approaches to individual learning in art education. The nature‐nurture controversy still surrounds sex‐based cognitive differences studies, though science agrees that natural and socio‐cultural factors are somehow closely interwoven in the complex gender identity construction process. Sex‐related biological predispositions influencing cognition are proposed notably in ‘instrumentality‐expressiveness' and ‘empathising‐systemising (E‐S)’ theories. The article suggests that in the context of art education, these sex‐related cognitive models deserve study, because they could initiate sex‐adapted teaching strategies with the necessary flexibility and wider scope to overcome gender‐stereotyped biases and stimulate boys' interest in the arts. This suggested approach should not be confused with stereotype‐based pedagogy, which merely strengthens learned gender characteristics, producing or maintaining academic underachievement.

Student teacher assessment feedback preferences: The influence of cognitive styles and gender

“…However, such a focus has to date been neglected within an ITE context (Sadker & Silber, 2007). Savoie (2009) similarly highlights the need for a gender focus in research on ITE by drawing attention to the need for gender-adapted teaching strategies that have sufficient flexibility so as not to be confused with stereotype-based pedagogy, and which can potentially strengthen learned gender characteristics.…”

Is Creativity Masculine? Visual Arts College Students’ Perceptions of the Gender Stereotyping of Creativity and Its Influence on Creative Self‐Efficacy

“…(2010) surveyed people working in non‐arts professions. Therefore, their findings may reveal how creativity in the art domain is perceived by laypersons, who may identify the art domain as feminine (Savoie 2009). However, our findings suggest that male and female college students who specialise in the visual arts perceive creative self‐efficacy differently, with males demonstrating greater confidence in their creative ability.…”

Pratiques Translittéraciques Des Jeunes : Genre Et Création Hybride/Multimodale

“…Dans le domaine des arts, des recherches portent entre autres sur les stéréotypes associés au genre dans les médias (Chung, 2007), l'équité entre genres (Pariser et Zimmerman, 1990 ;Keifer-Boyd, 2010) de genre dans les activités artistiques (Chalmers et Dancer, 2007 ;Duncum, 1999 ;Savoie, 2008;Vira, 1996). Selon des études québécoises, les filles manifestent plus d'intérêt pour les arts à l'école, bien que la motivation pour cette matière scolaire diffère peu selon le sexe de l'élève (Savoie, Grenon et St-Pierre, 2012;Savoie, 2009). Dans le domaine des langues, des études sur le genre portent surtout sur l'acquisition différenciée de compétences en littératie lors de pratiques formelles ou informelles (Jones et Myhill, 2007 ;Rowsell et Kendrick, 2013 ;Sanford et Madill, 2007 ;Penloup et Joannidès, 2014).…”