Debates about gender and schooling have taken a surprising turn in the past decade. After years of concern that girls were being shortchanged in male-dominated schools, especially in math and science, there has grown a rising chorus of voices worrying about whether boys are the ones in peril. With young women making up close to 60 percent of college students, critics like Richard Whitmire, former USA Today editorial writer and author of Why Boys Fail, worry that today’s schools—with their emphasis on order, sitting still, and passive learning—are much better suited to girls than to boys. Other authorities, such as Susan McGee Bailey, executive director of the Wellesley Centers for Women at Wellesley College and principal author of the 1992 AAUW report How Schools Shortchange Girls, reject such concerns and instead contend that ingrained sexism and gender roles continue to hamper K–12 schooling for both boys and girls. What does the evidence say? And what does all of this mean for policy proposals like single-sex schooling or teacher hiring? In this forum, Whitmire and Bailey sort through these questions.
Gender Gap - Education Next : Education Next New Education Next Forum: Are Boys Being Shortchanged in K-12 Schooling? New Article: Gender Gap: Are Boys Being Shortchanged in K-12 Schooling? The Trouble With Single-Sex Schools - The Atlantic The Trouble With Single-Sex Schools. All-female schools are "models of equivocation," the author, a Smith graduate, writes. They "reinforce regressive notions of sex Gender Bias in Education - Paul Gorski Gender Bias in Education by Amanda Chapman of D'Youville College "Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and Education World: Single-Gender Classes: Are They Better? What happens to the bright-eyed exuberance of girls between the primary grades and high school graduation? Do schools shortchange boys? Could single-gender classes or Educational Leadership:Closing Achievement Gaps:With Boys and Girls in Mind Teaching Boys, Teaching Girls. For Elementary Boys. Use beadwork and other manipulatives to promote fine motor development. Boys are behind girls in this area when The Peer Effect on Academic Achievement Among Public Elementary School What effect does a student's peer group have on academic achievement? Most academics recognize that a child's peers can have an impact on achievement, but the extent 28 Ways to Build Persistent & Confident Students - Teaching One of the most frustrating situations for any teacher occurs when seemingly capable students won’t finish simple assignments or, even worse, won’t even attempt The Odessa File: History of Schuyler County The latest breaking news on Odessa NY and Schuyler County, including sports, business, government, and people, with calendar of events and classified ads. AAUW: Empowering Women Since 1881 The American Association of University Women (AAUW) advances equity for women and girls through advocacy, education, philanthropy, and research. AAUW believes that Fashion & Style - The New York Times Ongoing fashion and style news and reviews, along with Bill Cunningham's On the Street, slide shows and other multimedia.
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According to Gerry Garibaldi, author of How the Schools Shortchange Boys, “it is boys’ aggressive and rationalist nature… that’s getting so many of them in trouble in the feminized schools” (442).
Write a 1- to 2-page essay in response to the statement. Be sure to include the following:
An introductory paragraph that includes your thesis statement regarding your position in favor of or against the statement. Underline the thesis statement in your
Most of the debates you will have on this topic will take place in classrooms. That means you’re not just talking about gender in classrooms; you’re also gender in a classroom. This could create a unique kind of tension when you debate this topic. you debate could end up being just as important as what you say. It might be difficult for male debaters to convince the judge that single-gender classrooms don’t increase participation among girls, for example, if they’re shouting at their female opponents and interrupting them during crossfire.
RW: In general, girls arrive in kindergarten far more ready than boys to engage the verbal-rich curriculum that awaits them. By the end of elementary school, the gaps become significant, and in middle school they widen, in part because many schools don’t teach literacy skills after 6th grade, only “literature.” In 9th grade, where poorly prepared boys first encounter the full force of the college-readiness curriculum, you can see a pileup, or bulge, as 9th-grade classes are far larger than 8th-grade classes, the result of students being retained before entering 10th grade.
Looking carefully at the gendered assumptions that underlie our education system gives us a clearer picture not only of the problems confronting boys in attaining competencies in reading and writing, but of a range of school problems that include gender violence, the continuing imbalance favoring boys in school athletics, and the over-referral of boys—particularly boys of color—and the under-referral of girls, to special education programs. Each of these issues reflects assumptions about the “appropriate” roles of men and women. No discussion of educational equity can ignore the rising rates of dating violence, sexual harassment, and bullying in our schools. When young men and boys think that it is acceptable to verbally harass or physically attack girls under the guise of “manliness,” something is decidedly out of kilter. Educators must do more to help both boys and girls see beyond this dangerous construction of masculinity.
In virtually every category of educational, emotional,behavioral, and neurological impairment, males are overrepresented. Reviewingthe literature on this phenomenon, Diane Halpern points out, in "SexDifferences in Intelligence," published in the American Psychologist, that"males are overrepresented at the low-ability end of many distributions,including the following examples: mental retardation (some types), majority ofattention deficit disorders, delayed speech, dyslexia (even allowing forpossible referral bias), stuttering, and learning disabilities, and emotionaldisturbances." Even the AAUW report acknowledges that "boys outnumbergirls in special educational programs by startling percentages." Accordingl to the National Center for Education Statistics, more than double the numberof males compared to females are enrolled in special-education programs.
That said, any pro team debating on this topic is going to have to contend with released last month by University of Wisconsin-Madison, which concluded that . According to by the American Psychological Association, researchers in a completely study “looked at studies that examined coed schools that offered single-sex instruction in certain subjects and found no significant benefits for boys or girls in these cases.”
SMB: Different children learn differently, but differences between individual boys and between individual girls are much larger than those between girls as a group and boys as a group. Expectations based on gender remain rampant in American culture, and indeed, in cultures around the world. As Richard notes, there has been significant attention paid to the boy half of gender issues in England and Australia. Researchers in England who have studied a range of sociocultural approaches to the problem of boys’ achievement report that one of the most successful involves directly addressing the “lad culture.” By helping boys who are seen as leaders in their peer group improve in school, they create a climate where other boys see academic achievement as “cool.” Exam grades for boys in schools in the study increased significantly.