Further, the differentiation between gender and sex came in the discourse to define the secondary status of women. Historically it is widespread that different traits, roles, responsibilities and characteristics between men and women in society regulated by different social institutions are determined by their gender which is acceptable and not changeable in society and it is because of their biological differences which make women, accountable for their secondary status in society. And this phenomenology existing naturally which highlight the issues of gender discrimination, exploitation, inequalities and injustice in the society regulated by norms and values .Gender roles vary greatly in different societies, cultures and historical periods as well as they depend also on socio-economic factors, age, education, ethnicity and religion. Although deeply rooted, gender roles can be changed over time, since social values and norms are not static.

1. 5

3. GENDER=The word ‘gender’ comes from Latin word
‘genus’, which means kind or race.
• Gender is a psychological and cultural term
referring to one’s subjective feelings of maleness
and femaleness.
Difference= a point or way in which people or things
are dissimilar.

4. GENDER DIFFRENCES
 Gender differences are defined as biological differences
between sexes; however, this review explores how
perceived differences may be culturally reinforced
gendered behaviour that occur within supervision as
opposed to actual biological differences among sexes.
 Additionally, literature supports that gender differences in
supervision are minimal, reflecting more similarities
between genders.
 In the present review, research on gender differences and
clinical supervision are examined. Further, a brief overview
of language theory is presented to explore how gender
differences are defined in supervision and whether they
actually exist..

5. INTRODUCTION
 Biological factors play an important part in
determining and categorizing us as male or
female.
 Our sex depends on whether we are born with
distinct male or female genitals and a genetic
program that released male or female hormones
to stimulate the development of the reproductive
system.
 Gender involves masculine and feminine feelings,
attitudes and behaviours identification with a
particular sex-biologically, psychologically, and
socially. When we behave according to widely
shared expectations about how males or females
are supposed to act, we adopt a gender role.

6.  Gender differences, that is the difference between girls and
boys , is a problem that should be eliminated . Gender
difference theorists advocate that both sexes have different
traits that should be recognized and celebrated .
 According to Audrey Thompson, instead of socializing girls to
be more like boys we should seek to revalorize the relational
characteristics associated with girls. They envisage the problem
to be lack of fit between school and culture and feminine
culture.
 Popularly known as Caring Theorists the supporters of this
theory highlight relational knowledge as significant and central
for girls health and well being. They stress on making school a
place for recognition of their own way of making sense of the
world for girls. They argue in favour of gender sensitive
education rather than gender neutral education.

7. 
Some arguments could be seen in favour of a
parallel approach to gendered education by
some gender difference theorists . They
contest that the ways of knowing of both
genders tend to be same . Neither of them can
be treated as inferior or superior .
The only difference lies in the ways of arriving
at outcome . Women and Men may follow
different approaches for construction of
knowledge and hence they may follow different
ways but arrive at the same outcome.
Men may follow his masculine traditions stating
that enquiry does not end with a persons own
assumptions. Same approach may be followed
by women i.e. the feminine traditions,
consisting of other's opinions, interests points
and views.
OTHER THEORISTS VIEWS

8.  According to Gilligan and her colleagues , the
issue is the learning styles or girls beliefs in
themselves. The main conflict is the
conventionally the feminine expectations
imposed by society on the girls. Girl s are made
to learn that they will be accepted more if they
learn a habit to repress their anger
disagreement or disapproval.
 Gender theorists treat that the problem to be
interpersonal than curricular . Women as role
models who hear and acknowledge girls may
be able to restore girls notion of epistemic
agents .

9. ’’
Some research reports also suggest that there is a need to teach boys about
caring orientation .
According to Nodding's and Martin ‘’ if children of either sex are to grow up
with a sense of themselves in a relationship then the traditional curriculum’s
emphasis on objective, abstract knowledge must be scrapped in favour of
emphasis so called feminine concerns that are indispensable e to society’s well
being .
The reason based curriculum of schools should be replaced with ‘centre's of
caring ‘’ for integration of ‘’body, mind and spirit’’

10.  There is a general disagreement among gender difference
theorists about the endorsements of conventional
feminine values in schools.
 One group of gender difference theorists argue that
holding girls accountable to cultural norms of selfless
femineity may be harmful ,while other group upholds the
acknowledgement and affirmation of girls distinctive ways
of knowing.
 Even after so many variations in their views the common
consensus of all gender theorists is in rejecting the
argument that successful schooling has worked for boys.

11. FIGURES RELATED TO GENDER
DIFFRENCES INDIA
 According to the Global Gender Gap Report released by the World Economic
Forum (WEF) in 2011, India was ranked 113 on the Gender Gap Index (GGI) among 135
countries polled .Since then, India has improved its rankings on the World Economic
Forum's Gender Gap Index (GGI) to 105/136 in 2013. When broken down into
components of the GGI, India performs well on political empowerment, but is scored to
be as bad as China on sex selective abortion. India also scores poorly on overall female
to male literacy and health rankings. India with a 2013 ranking of 101 had an overall
score of 0.6551, while Iceland, the nation that topped the list, had an overall score of
0.8731 (no gender gap would yield a score of 1.0).[Alternate measures include OECD's
Social Institutions Gender Index (SIGI), which ranked India at 56th out of 86 in 2012,
which was an improvement from its 2009 rank of 96th out of 102. The SIGI is a measure
of discriminatory social institutions that are drivers of inequalities, rather than the
unequal outcomes themselves. Similarly, UNDP has published Gender Inequality Index
and ranked India at 132 out of 148 countries.

12. Gender differences are defined as biological differences
between sexes; however, this review explores how
perceived differences may be culturally reinforced
gendered behaviour that occur within supervision as
opposed to actual biological differences among sexes.
Some arguments could be seen in favour of a parallel
approach to gendered education by some gender
difference theorists . They contest that the ways of knowing
of both genders tend to be same . Neither of them can be
treated as inferior or superior .
Even after so many variations in their views the common
consensus of all gender theorists is in rejecting the
argument that successful schooling has worked for boys.
CONCLUSION