The idea that men are smarter than women has been around for a long time, but is it really true? Let’s explore whether boys are actually smarter than girls.
Early research suggested that male brains are larger than female brains, but this is mostly due to differences in body size. Interestingly, women’s brains have more folds, which increases the surface area of the cortex. However, having a bigger brain doesn’t necessarily mean being smarter. For instance, animals like sperm whales and elephants have larger brains than humans, but they don’t have superior intelligence.
There are also structural differences in brains. Males tend to have more connections within each hemisphere, while females have more connections between the hemispheres. Despite these differences, MRI scans show that male and female brains have a lot in common. A study of 1,400 brains found that most people have a mix of both male and female brain structures. When it comes to behavior, only 0.1% of people showed purely male or female typical behaviors.
Intelligence tests reveal similar patterns. Major IQ studies show little to no difference in general intelligence between sexes. Women often excel in verbal skills, while men tend to do better in visual-spatial tasks. Interestingly, men show more variation in test scores, achieving both the lowest and highest scores. One study suggested men scored slightly higher on IQ tests, but its methods have been questioned.
In school, girls generally earn better grades in language, math, and science in 70% of countries. However, in the U.S., boys scored higher on the math and science sections of the SAT. Other tests, like the Program for International Student Assessment, show both sexes performing equally in many countries, with girls outperforming boys in some, like Iceland. This suggests cultural and environmental factors play a big role.
Stereotypes can negatively affect women’s performance. When told a math test showed gender differences, women performed worse. But when told there was no difference, their scores matched those of men. This is known as stereotype threat.
Parents are more likely to search online for “Is my son gifted?” than “Is my daughter gifted?” even though more girls are in gifted programs in the U.S. By age 6, children start picking up on these biases. For example, when asked about a story featuring a highly intelligent person, both boys and girls at age 5 associate intelligence with their own gender. By age 6, both tend to choose a male character as the smartest. In another experiment, when asked if they wanted to play a game for “really smart” people, both sexes were interested at age 5, but by age 6, girls began to feel such games weren’t for them.
Women face barriers in STEM fields. In a study where science faculty reviewed applications for a lab manager position, male applicants were seen as more competent and deserving of mentoring, even though the applications were identical. Men were also offered higher starting salaries.
Despite these challenges, there is growing equality between the sexes, especially in education. Women continue to make significant contributions to science. Notable figures include Rosalind Franklin, who helped us understand DNA, and Katherine Johnson, who was crucial to the Apollo 11 mission. Recently, Maryam Mirzakhani became the first woman to win a Nobel Prize in Mathematics, highlighting society’s progress in recognizing women’s talents.
To hear more about women’s experiences in science, check out the video from ASAP Science. They share personal stories and how they deal with societal pressures. Don’t forget to subscribe for more science content every Thursday!
Engage in a class debate on whether intelligence differences between genders are due to biological factors or social influences. Prepare arguments for both sides and consider evidence from the article to support your position.
Create a visual presentation comparing male and female brain structures. Highlight the differences and similarities, and discuss how these might influence cognitive abilities. Use diagrams and research findings from the article to support your presentation.
Analyze a set of anonymized IQ test results to identify patterns in performance between genders. Discuss your findings with the class, considering the article’s insights on intelligence tests and gender differences.
Conduct a small experiment to observe stereotype threat. Divide into groups and take a math quiz, with one group informed of gender differences in performance and the other not. Compare results and discuss the impact of stereotypes on performance.
Research a female scientist or mathematician who has made significant contributions to their field. Present their achievements and discuss the challenges they faced, using examples from the article to highlight ongoing issues in STEM fields.
The stereotype that men are smarter than women has a long history, but when it comes down to it, who actually has the superior intellect? Are boys smarter than girls? Early studies indicated that male brains are larger in volume than female brains, but this has since been attributed to differences in body size. Women’s brains have more gyrification, or brain folding, resulting in a greater cortical surface area. Additionally, bigger isn’t always better; for example, sperm whales, elephants, and dolphins have larger brains than humans, yet their cognitive abilities are not superior to ours.
There are structural differences as well, such as males having more connections within hemispheres, while females have more connections between hemispheres. Overall, MRI brain imaging shows significant overlap in the physical structure of male and female brains. A study comparing 1,400 brains found that most men and women exhibit a mix of both male and female typical structures. This study also evaluated gender-stereotypical behaviors, finding that only 0.1% of test subjects displayed exclusively male or female typical behaviors.
Tests on intelligence reveal similar findings, with major IQ studies showing negligible or no sex differences in general intelligence. However, women tend to have stronger verbal abilities, while men often excel in visual-spatial tasks. Interestingly, studies indicate more male variance in test scores, with males achieving both the lowest and highest scores. One meta-analysis suggested that men scored 3.3 to 5.5 IQ points higher than women, but this study’s methodology has been questioned by academics.
In academic performance across language, math, and science, women consistently receive better grades in 70% of nations. However, on SAT tests in the U.S., men scored 33 points higher in math and science. Other assessments, like the Program for International Student Assessment, showed both sexes performing equally in several countries, with girls outperforming boys in some, such as Iceland, suggesting that cultural and environmental factors may play a significant role.
Research has also found that stereotypes about women’s performance can negatively impact their results. When informed that a math test had significant gender differences, women performed worse than their male peers. Conversely, when told there was no difference, their scores were comparable. This phenomenon is known as stereotype threat.
Additionally, data shows that parents are 2.5 times more likely to search for “Is my son gifted?” than “Is my daughter gifted?” despite a higher percentage of girls in gifted programs in the U.S. Girls begin to pick up on these biases as early as age 6. For instance, when presented with a story about a highly intelligent person, both boys and girls associate intelligence with their own gender at age 5, but by age 6, both genders tend to choose a male character as the smartest. In another experiment, when asked if they wanted to play a game for “really smart” people, both sexes expressed interest at age 5, but by age 6, girls began to feel that such games were not for them.
Despite striving to work in STEM fields, women face barriers. In a double-blind study, science faculty from research universities rated applications for a lab manager position without knowing the names were randomly assigned as male or female. Faculty perceived male applicants as significantly more competent and deserving of mentoring, even though the applications were identical. Males were also offered higher starting salaries, averaging $30,000 compared to $26,000 for females.
While these studies highlight ongoing challenges, research indicates that there is growing equality between the sexes over the years, particularly in education. Women continue to make significant contributions to science, with figures like Rosalind Franklin, who helped us understand DNA, and Katherine Johnson, who played a crucial role in the Apollo 11 mission. This year, Maryam Mirzakhani became the first woman to win a Nobel Prize in Mathematics. Fellow mathematician Izabella Laba remarked that Mirzakhani’s selection reflects society’s progress in encouraging and recognizing women’s mathematical talent.
To learn more, we asked women at ASAP Science to share their personal experiences growing up and how they navigate societal pressures. Click on the screen or the link in the description to check out that video and subscribe for more weekly science content every Thursday.
Intelligence – The ability to acquire and apply knowledge and skills. – In psychology, intelligence is often measured through standardized tests that assess various cognitive abilities.
Stereotypes – Oversimplified and widely held fixed ideas or images of a particular type of person or thing. – Stereotypes can influence how individuals perceive others and can lead to unfair treatment in social situations.
Performance – The execution of a task or action, often evaluated against a standard. – A student’s performance on exams can be affected by various factors, including stress and preparation.
Brains – The organ in the head of humans and other animals, which controls thought, memory, feelings, and activity. – Neuroscientists study how different areas of the brain are involved in processing emotions and decision-making.
Gender – The social and cultural roles, behaviors, and attributes that a society considers appropriate for men and women. – Sociologists examine how gender roles are constructed and maintained in different cultures.
Education – The process of receiving or giving systematic instruction, especially at a school or university. – Education plays a crucial role in shaping an individual’s opportunities and social mobility.
Bias – A tendency to favor or lean towards a particular perspective, often in a way considered to be unfair. – Researchers must be aware of their own biases when conducting experiments to ensure objective results.
Challenges – Difficult situations that require a response or solution. – Adolescents face numerous challenges during their development, including identity formation and peer pressure.
Culture – The shared beliefs, values, norms, and practices of a particular group or society. – Culture influences how individuals perceive the world and interact with others.
Achievement – Something accomplished, especially by superior ability, special effort, or great courage. – Academic achievement is often used as a measure of a student’s success in the education system.
