Gender, Graphicacy and Geography

Abstract

The paper attempts to explain why geography seems to attract more boys than girls. Attention is given to how gender‐related differences in spatial behaviour around the home influences the development of mapping abilities. From the age of eight onwards boys enjoy a freer home range. In consequence, their recall maps are richer in detail, more integrated in form and more accurate than those of girls of a similar age. Boys carry through these advantages in graphicacy into secondary education. Recommendations are suggested in terms of how teachers need to be more aware of the influence of gender upon performance levels in geography.

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