Identify and analyze whether there is any biological evidence for differences in cognitive abilities due to gender

Part 1
The reason girls lack interest in mathematics may be due to culturally communicated messages (Eccles, 2007). Social cultural factors and conformity to gender expectations play a key role.
The socialization of gender roles and the use of a hidden gender-biased curriculum lead to inequitable education for boys and girls (Eccles, 2007).
As the quality of instruction and the curriculum affects children’s learning, so does the value that our society, educators, and families place on boys’ or girls’ learning or education (Kahle, 2004; Liu, 2006). Girls are likely to perform as well as boys when encouraged to succeed (Eccles, 1987).
In your exploration of these concepts, respond to the following:

• Identify and analyze whether there is any biological evidence for differences in cognitive abilities due to gender. Explain with evidence from research on whether there is a difference in our biological brain development.
• Describe at least one new fact about male and female gender cognitive differences, if any.
• Describe whether there are any spatial performance differences between males and females. Analyze and justify whether video games improve spatial skills.
• Identify the differences that are evident in the types of activities that males and females participate in. From this week’s readings and lectures, explain whether there is a disproportionate number of boys gifted in mathematics than girls and why.

References:
Eccles, J. S. (1987). Gender roles and achievement patterns: An expectancy valueperspective. In S. Sander, J. M. Reinisch, & L. A. Rosenblum (Eds.),Masculinity/femininity: Basic perspectives (pp. 240–280). New York, NY:Oxford University Press.
Eccles, J. S. (2007). Where are all the women? Gender differences in participationin physical science and engineering. In S. J. Ceci & W. M. Williams (Eds.),Why aren’t more women in science? Top researchers debate the evidence(pp. 199–210). Washington, DC: American Psychological Association.
Kahle, J. B. (2004). Will girls be left behind? Gender differences and accountability.Journal of Research in Science Teaching, 41(10), 961–969.
Liu, F. (2006). School culture and gender. In C. Skelton, B. Francis, & L. Smulyan(Eds.), The Sage handbook of gender and education (pp. 425–438).Thousand Oaks, CA: Sage.
Justify your answers with appropriate reasoning and research.
Part 2
You have begun to explore the impact of social class, ethnicity, and gender on identity and the functions of roles in social organization. In addition, you will consider family life, work, violence, sexuality, and the possibilities for social change. In this discussion, you will explore sexual harassment concerns in the workplace for both men and women.
Review the case story of twenty-five-year-old Lois Jenson, who endured sexual harassment in the iron mines of Minnesota and later filed and won the first class-action sexual harassment lawsuit, Jenson v. Eveleth Mines.
You can review the story by accessing the following resource:

• https://www.nwhm.org/blog/background-on-class-action-suit/

In your exploration of these concepts, respond to the following:

• Reflect on the case study of Jenson. What is your opinion of the case? What do you agree with, and on what do you differ?
• Research and explain three types of sexual harassment.
• Analyze and explain whether the aspect of sex role spillover creates stereotyping and a sexualized atmosphere.
• Review and analyze the attached sample sexual harassment policy. Identify specific elements that are designed to protect individuals and suggest additional items for consideration. Support your reasoning with references.

Justify your answers with appropriate reasoning and research.
Please cite all sources in APA format, and attach a Turnitin.com report.