Why the Gender Imbalance in Schools? Education Officials Don't Ask, Don't Tell
February 9th, 2010 by Robert Franklin, Esq.Every parent of a four-year-old learns to dread the question 'why?' "Why did the cat have kittens?" "Because animals want to have babies, just like your mommy and I wanted to have you and your sister." "But why?" Depending on how much the parent wants to take on, the answer can be about biology, romance, survival of the species or any of a number of other topics, but each will reliably be followed by "but why?"
As frustrating as all that is for the parent, the child's quest for answers frustrates him too. His desire for certainty, for the answer, for the hard, irreducible essence beyond which there is no question "why?", inevitably goes unsatisfied. It may be his first experience with ambiguity, uncertainty, the vast ocean of gray into which each seemingly black and white issue dissolves. His desire for the simple is frustrated by the eternal rejoinder, "it's not that simple."
So, while this study gives us valuable information about why girls are doing better in secondary education than are boys, my inner four-year-old wishes its author, psychologist Judith Kleinfeld, had asked a few more 'whys?' (Gender Issues, 26/2009)
It's far from a definitive study; it's more like a work that should stimulate more research. Perhaps it will. Kleinfeld asked 99 high school seniors questions about their plans for the future and about their attitudes toward education and each other, and their answers are interesting. By significant, sometimes alarming margins, girls expected to go to college and boys did not. Not only that, but girls seemed to relish the opportunity to attend college, while even boys who intended to go seemed to be doing so more out of sense of fullfilling parental expectations than desire for higher education.
Into the bargain, girls' ideas about the future were more concrete, more realistic, more planned than were boys'. Girls had clear ideas about what courses of study they wanted to pursue and what careers those might lead to. They tended to care less about making a lot of money and more about contributing to the good of society in some way.
Boys were far more vague and unrealistic. They often had no plans, or not sensible ones. If they thought about working, their understanding of what they could earn or what it takes to live bore little resemblance to the real world. Some thought that earning the minimum wage of $7.15 per hour was fine. Some relied on fantasies of becoming a movie or music producer. Many believed that it is common for a person with only a high school education to strike it rich in some endeavor or other.
But why? Why was there such a difference between boys and girls? The study suggests a bit of an answer - the difference in how girls and boys experience school. Simply put, school is structured more to appeal to girls than to boys.
When asked if they liked going to school, 54% of the young women expressed strong enjoyment compared to just 21% of the young men, while 26% of the young men expressed strong dislike of school compared to only 8% of the young women (x2 =11.895, p =.003)... Young men made such comments as, “I’m pretty much going to high school just so I can graduate” or “School is a chore. You gotta do stuff you don’t like doing.” Several young men complained that vocational classes were no longer available, and classes like shop used to provide a bright spot in their boring school day.
There's been a fair amount written about the different ways the sexes respond to given learning environments.
According to this view, the structure of schooling is not compatible with the learning styles of many boys. Boys do far better in classrooms which allow activity, encourage competition, and structure the day in short chunks.
Experiments with single-sex classrooms with teaching methods tailored to each have met with some success, but rigorous evaluation of the results of those experiments is lacking.
Among working class students, Kleinfeld found that parents tend to encourage academic engagement of girls more than boys.
Among working class young men, parents were less apt to “push college” as the path to a desirable future. While 76% of female students with working class parents mentioned family encouragement to go to college, the same was true for only 41% of young men from similar families (x2 =6.506, p=.039). Indeed, 18% of the young men from working class families reported negative family pressure.
But why?
Kleinfeld also asked questions about students' attitudes about each other. Both girls and boys considered boys to be 'lazy,' unable to plan ahead and easily distracted or subject to peer pressure. Both girls and boys tended to see girls as the opposite of boys in each of those categories. Kleinfeld clearly doesn't believe that girls and boys actually are as they describe themselves, but reports their perceptions as "folk theories."
So why do boys and girls view each other in those ways?
To the educators' view that school structure isn't conducive to boys' learning, I'd like to suggest another possibility - family structure. We know for certain that single parent families tend to produce children who do less well in school across a range of behaviors than do children of intact, two-parent families. But both boys and girls show the adverse effects of single parentage, so how could that explain the gender gap in educational attitudes and achievement?
An interesting trend visible in research on standardized test scores may suggest the answer. Boys tend to do better in science and math than do girls, but only slightly. On tests of reading and writing, though, girls far outstrip boys by their senior year in high school. But when measured at the fourth and eighth grade levels, the gender gap in literacy is far narrower. In other words, girls distance themselves from boys in reading and writing between the ninth and twelfth grades. What I'd like to point out is that those are also the years in which boys tend to need their fathers the most. The absence of a father plus the reliance on peers to provide masculine role models may go a long way toward explaining the separation of boys from the educational process in high school.
Unfortunately, Kleinfeld didn't ask her high-schoolers about family structure.
What's clear for the time being is that the problems of boys and young men aren't confined to the fact that 57% of college students are women and only 43% are men. That's part of the problem, but it's as much a symptom as a cause. The problem of boys in education starts long before college, and it likely extends far beyond the bounds of campus to include single-mother families and a popular culture that encourages the notion of men as stupid and lazy.
What's also clear is that it's not going to change any time soon. That's because no one seems to have any intention of addressing the problem. Former Assistant Secretary of Education Diane Ravitch accurately reflected the zeitgeist among educators several years ago when she asked sarcastically, "When will it be fair? When women are 60% or 75% of college enrollments? Perhaps it will be fair when there are no men at all."
Kleinfeld finds that,
At this point, few college officials are troubled about the gender gap at their institutions. When the gap reaches 60-40 in favor of women, some say, they will begin to consider it a problem (Vickers, 2006).
In other words, neither educators nor governmental officials perceive a problem. To them, the status quo is acceptable. The fact of schools failing boys, of boys failing in school and of the radical gender disparities in countless areas of education are simply not cause for alarm or even much discussion among elites charged with making educational policy.
To which I must ask "why?"





































