Final answer:
Boys in elementary schools tend to receive more praise and opportunities from teachers, which are advantages not rooted in cognitive differences but rather in cultural norms and teaching practices that emphasize competition and traditional gender roles.
Step-by-step explanation:
Studies have shown that boys in elementary schools may receive more praise from teachers, get more opportunities to expand on their ideas, and are allowed a greater degree of freedom in both academic and behavioral contexts compared to girls. However, when it comes to cognitive abilities, research such as Anne Fausto-Sterling's work indicates that there are no significant differences between boys and girls. The subtle reinforcement of gender roles in schools may influence certain advantages for boys, but these are not attributed to any inherent cognitive differences.
Cultural factors, parenting styles, and educational practices have significant impacts on how boys and girls perceive their abilities and roles. Teachers may unknowingly perpetuate such differences by treating boys and girls differently, encouraging competition over collaboration, and allowing boys more behavioral leeway. These practices can reinforce stereotypes and affect the paths boys and girls take, including academic and career choices, which are often along traditional gender lines.
It's essential to understand that biological sex differences do not account for the observed differences in cognitive skills. Still, environmental and social factors, such as parenting, play, and cultural norms, play a substantial role in shaping the abilities and behavior patterns of boys and girls. Therefore, addressing gendered attitudes and expectations within the educational system could help level the playing field for all students.