The think tank Education Sector recently released a study that suggests the problem of academic underachievement in boys is a misperception. Sara Mead of Education Sector suggests that the belief that our educational system may be shortchanging boys is “hysteria” tied to “Americans’ deepest ambivalences and fears about changing gender roles.” Mead also said, “The idea that girls could be ahead is so shocking that they think it must be a crisis for boys.”

The Education Sector study relied primarily on the performances of fourth and eighth grade boys and girls on the National Assessment of Educational Progress, (NEAP). The test scores were similar for both boys and girls. However, test scores don’t reveal the whole picture. In most schools, boys receive up to 70% of the D and F grades. About 80% of high school dropouts are male. According to the Portland Press Herald/Maine Sunday Telegram series, “The New Gender Gap” by Kevin Wack and Beth Quimby, boys are 4.5 times more likely than girls to be expelled from Maine schools. Boys represent 70% of those diagnosed with learning disabilities, 80% of those diagnosed with behavioral problems and 80% of those being medicated for ADHD. In high schools, most of the students in advanced placement and honors classes are girls. Men comprise about 44% of the U.S. college population and approximately 40% of the graduate school population. About 60% of all associate’s, bachelor’s and master’s degrees in the U.S. are awarded to women. Education Sector may deny there is a problem, but Americans should be concerned.

The July 9, 2006 New York Times article, “At Colleges, Women Are Leaving Men in the Dust,” by Tamar Lewin attributes men’s lackluster performance to “slacking.” The article indicated that males spent less time studying and more time videogaming, socializing and participating in sports than women did.

While there are other reasons for males’ poorer academic performance such as classes tailored to the needs of females, “slacking off” is one of them. The question that needs to be addressed is “Why aren’t boys motivated?” One reason may be that they think they can’t succeed academically. This frustration can start early. William Pollack of the Centers for Men and Young Men at McLean Hospital in Belmont, MA mentioned that skills once taught in kindergarten are now taught in preschool before boys are physiologically ready to do those things. This probably discourages some boys early in their school careers. When they attend primary school, boys often face teaching styles that favor girls. One such approach is a change from grading on the basis of getting the correct answer to one of grading on the basis of showing the “process” by which the answer was reached. Another is the almost exclusive use of lectures as a teaching method. In an effort to encourage girls to participate, many teachers came to favor girls by calling on them in class while ignoring boys who raised their hands. Girls are most ahead of boys in proficiency at reading and writing. Most assigned books and essay topics are ones that appeal to girls. Books like Stephen Crane’s The Red Badge of Courage and Jack London’s Call of the Wild have largely disappeared from classrooms. Being forced to rely on one’s weakest skills, being made to feel like a second class citizen and being assigned boring material are all morale busters.

The frequent portrayal of men as idiots in commercials and sit-coms can lead boys to have low expectations of themselves. Additionally, when intellectual men are depicted in TV shows and movies, they are usually portrayed as sissies. Meanwhile, the way the media lionizes rap stars and athletes leads young men to believe education isn’t necessary for success. Media influence can be overcome by male role models in boys’ lives. Unfortunately, 40% of boys are being raised without their biological fathers. When fathers are active in their children’s lives, schools don’t always encourage their involvement. Steven Andrew, a social worker and co-founder of the Men’s Resource Center met with focus groups of fathers in Portland, ME in which fathers reported being greeted coldly when they visited their kids’ schools while their wives were welcomed. Male teachers can also inspire boys’ interest in academics. There are too few of them, especially in the lower grades. According to the National Education Association, only about 25% of U.S. public school teachers are male. Men are discouraged from teaching by low pay and by the stereotype that men who want to work with children or teenagers are pedophiles.

Fathers, male mentors and male teachers can encourage boys’ interest in school. Schools should also welcome fathers’ involvement rather than allowing PTAs to become “moms clubs.” William Pollack believes the presence of an adult, (not necessarily a male), who understands boys’ needs is key to engaging their minds. That implies that teachers should learn about the different ways boys and girls process information so both sexes can be accommodated in the classroom. The use of teaching styles favorable to boys as well as those favorable to girls can increase the skills of both. That could involve practical hands-on applications in math and science classes, fast paced question and answer sessions and providing a choice of fiction and non-fiction books for book reports and reading assignments. Boys may be more motivated if they the shown practical uses of education. Field trips to various businesses where students can see people working and learn what skills and education are needed for those careers may inspire boys more than “Career Day” lectures do.

Those who don’t have sons or who fear girls will fall behind if educators pay attention to boys, should care that boys perform well academically. Males make up approximately half of the population and most of our military. Those attending school now will eventually become our workforce and our leaders. Our nation will depend on them to stay globally competitive. Additionally, well paying jobs that do not require college or technical school are disappearing due to automation and outsourcing. More than ever, education matters. In his Times Herald-Record article, “Boys flunk life 101,” Steve Israel quotes Michael Gurian, the author of The Minds of Boys: Saving Our Sons From Falling Behind, who said, “(A man) will be three times as likely to be unemployed and more likely to be homeless (as he is today).” Our nation could face hard times if we ignore the educational needs of half of our population.

Copyright Eva Ellsworth, 07/23/06, all rights reserved