 Another researcher, Gilligan (1982), found that the knowledge appealing to females was caring, interconnection, and sensitivity to the needs of others, while males found separation and individualism appealing.Females are more field dependent, or group oriented, than males, which could explain why they may experience problems in schools that primarily teach using an individualistic learning environment.Regarding gender differences in academic performance, Buchmann, DiPrete, and McDaniel claim that gender-based accomplishments on standardized tests show the continuation of the “growing male advantage in mathematics scores and growing female advantage in reading scores as they move through school”.