Educators should have knowledge about different education-related issues, including the crisis encountered by boys. This is especially vital for early childhood educators as a substantial number of boys will be present in their classroom. It is essential for teachers to assist all students in achieving success and growth, guaranteeing they become valuable contributors to society. As educators, it is our duty to ensure we impart the state standards and aid students in meeting them to progress in their education.
According to John Dewey, each child has their own distinctive way of learning and education should be customized according to their abilities instead of sticking to a set curriculum. In the upcoming pages, both perspectives on the crisis affecting boys will be explored, along with my personal opinions on the subject. Numerous articles and a book support the notion that boys are indeed going through a crisis. These sources shed light on how educational systems have evolved and previously girls were seen as being in crisis. However, due to significant shifts in schools, boys are now encountering difficulties and being recognized as the ones facing a crisis.
There are articles that challenge the notion of a boys’ crisis, asserting instead that boys are performing adequately and only slightly lagging behind in academics. Furthermore, one article highlights that boys excel over girls in almost every subject. I will also share my personal views on this matter and explain how I intend to integrate these beliefs into my role as an early childhood educator. The discussion surrounding this topic is widespread in the United States, with numerous individuals concurring that boys are facing a crisis. A particular article centers on the academic decline of boys relative to girls.
There is a news article and a book discussing the gender gap, with a particular emphasis on boys lagging behind. The article by Dan Haley points out that girls consistently outperform boys in almost all subjects, especially in reading and writing. Haley refers to a study conducted in 1992 which showed that girls were being disadvantaged in math and science education. As a result of media attention on girls’ academic challenges, schools started implementing changes.
According to Haley (2009), there is an increasing gender gap in reading and writing, with boys lagging behind. This has created a need for addressing the academic challenges faced by boys, similar to past efforts made for girls. Test scores have further highlighted the superior academic performance of girls, particularly in reading. Policy makers have yet to fully recognize and address this issue. Haley (2009) suggests that the crisis faced by boys is not solely attributed to teaching methods but also schools’ failure to cater to their preferred learning styles. Without a dedicated effort to change how boys are taught, everyone will suffer from the consequences.
In another news article by Kohn (2003), it emphasizes that girls have been surpassing boys academically recently. Historically, girls had limited options such as nursing and teaching; however, equal opportunity laws granted them access to professions like becoming doctors and principals. Presently, boys are struggling academically and more likely to rank at the bottom of their class.”
(Kohn, 2003)
Girls now outnumber boys in schools across multiple states, indicating a significant change in the gender balance. Numerous studies consistently show that girls outperform boys at all educational levels (Kohn, 2003). However, Kohn argues that boys receive conflicting messages about being successful students versus successful men. While society expects boys to excel in sports, their academic achievements often lack support. Surprisingly, the decline of boys in reading and writing has not received as much attention as past concerns for girls’ education (Kohn, 2003). To address these challenges faced by boys, it is crucial for individuals to advocate for their needs just as they did for girls previously. In her book, Christina Hoff Sommers highlights a recent shift from focusing on addressing issues faced by girls to recognizing and addressing the struggles encountered by boys. Boys dominate statistics related to dropouts, suspensions, failures, and other indicators of academic underachievement (Sommers, 2000). According to Sommers’s observations, many boys rush through homework to prioritize outdoor playtime instead of refining their work like girls typically do.The neglect of boys’ needs by teachers, driven by the belief that support and attention should be directed towards girls, has led to significant educational challenges for boys (Sommers, 2000). This issue is highlighted by studies revealing a notable gender gap in education that puts boys at a disadvantage. According to Sommers (2000), boys are experiencing a crisis as they lack communication with their teachers and perceive a lack of dependable support. To address this crisis, Sommers suggests adopting approaches in raising boys that are similar to those used for girls.
There are individuals who disagree with the notion of boys being in crisis. Although many articles discuss boys facing difficulties in school, they do not consider these difficulties as indicating a crisis. Some articles highlight the imbalance between the attention given to girls’ needs versus boys’ needs in schools. Additionally, a study suggests that boys are outperforming girls in certain subjects. Deborah Perkins-Gough, in her article, explores the reasons behind boys falling behind girls in education. One such reason she suggests is that today’s classrooms are too structured, disregarding boys’ energetic nature and their requirement for physical movement (Perkins-Gough, 2006). Most schools expect children to sit still and remain quiet for effective learning, but this approach may not work for boys who need more freedom to move around. Consequently, boys often face disciplinary action. The National Assessment of Educational Progress demonstrates that in the past decade, boys have shown higher scores than before. However, there are still areas where girls outperform boys.
Perkins-Gough (2006) states that there is an educational gender gap in grade promotion, high school graduation rates, and college attendance. However, she suggests shifting the focus from the “boy crisis” to addressing disparities among students of different races and classes. Perkins-Gough also notes a significant increase in boys diagnosed with learning disabilities or ADHD in the past three decades, making up two-thirds of special education students. Thus, she argues against excessive concern over boys being in crisis since they are actually performing well. Instead, policymakers, educators, and parents should prioritize finding effective strategies to accommodate all children’s individual learning styles.
This article addresses the issue of the disparity between boys and girls in schools, specifically focusing on the prevalence of girl-friendly education. Michael Gurian argues that our current educational system fails to adequately cater to the needs of boys. He highlights several statistics that demonstrate this discrepancy, including a high percentage of boys receiving low grades (D’s and F’s), facing more disciplinary issues, having higher dropout rates, and being outnumbered by girls in college. Gurian posits that this is primarily due to schools prioritizing girls’ success by placing greater emphasis on subjects like reading and writing where girls tend to excel. Additionally, Gurian contends that boys thrive academically when they have more freedom to move around.
The reason why boys are more likely to struggle in the classroom is due to their difficulty in sitting still. Some people believe that single-sex classrooms are beneficial as they allow for gender-based instruction, while others argue that separating boys and girls reduces distractions. Gurian suggests that addressing the needs of boys requires physical changes in classrooms, modifications to the curriculum, and adjustments to learning materials (It’s a male thing, 2006). However, ongoing research aims to support Gurian’s viewpoint by demonstrating that boys need their unique learning styles accommodated in order to succeed. In contrast, Muna Husain and Daniel Milliment argue in another article that the notion of a “boy crisis” is unfounded. They conducted a nationwide test on students from kindergarten to third grade with the purpose of assessing this claim’s validity in US primary schools (Husain, 2009).
The purpose of this test was to evaluate whether boys have experienced progress or regression in the first four years of their academic journey. Although similar to tests that examine the racial achievement gap, Husain and Millment’s study went beyond just measuring the average achievement gap. They also analyzed differences throughout all levels of scores. Their findings disclosed that, by the end of third grade, boys outperform girls in math across almost all levels of achievement. Additionally, boys demonstrate improvements across the entire score distribution during their initial four years of schooling (Husain, 2009). This challenges the idea of a boy crisis in the United States and suggests that boys excel in math.
On one side of the debate, I oppose the belief that boys are facing a crisis for several reasons: schools tend to be more focused on girls’ needs, boys possess distinct learning styles, and a child’s upbringing can influence their academic performance. While it is true that boys encounter difficulties in school, this does not necessarily indicate a crisis situation. It simply highlights that boys have unique requirements compared to girls.
When referring to the notion that boys are in crisis, it essentially means that they are undergoing a period of uncertainty and pain that requires prompt attention to prevent catastrophe. Personally, I do not believe this accurately characterizes the situation boys are facing. While they may require assistance academically and behaviorally, the articles I have read contradict the idea that boys are in crisis by highlighting that they may lag slightly behind or achieve higher scores in certain subjects compared to girls. This evidence further supports my view that boys are not in crisis. In the realm of policy-making, ethical standards are frequently invoked.
I believe that the principle of fairness is the best ethical standard to support my position that boys are not in crisis in schools. It is unfair for schools to only focus on meeting the needs of girls, while leaving boys to struggle behaviorally. If schools were fair, they would adapt teaching methods to cater to both boys and girls. According to UNICEF’s Factsheet, article 3 of the UN rights of a child emphasizes that children’s best interests should be a priority in decision-making. This supports my argument because labeling boys as being in crisis is not in their best interest. Boys require teachers who can teach them in a way that suits their learning style rather than using methods designed for girls. Moreover, article 28 of the UN rights grants children the right to an education. This is relevant because although girls may outperform boys academically, boys are still learning and benefiting from education. It is crucial for people to understand that education involves acquiring knowledge within a school-like environment, and both genders are doing so at varying rates.
As a child care provider, I acknowledge the significance of acknowledging disparities in learning preferences among boys and girls. In my classroom, I will make sure to meet the needs of all students by including both quiet listening sessions and interactive, hands-on activities that encourage interaction. By employing these methods, my goal is to foster success and camaraderie among all my students. Throughout my teaching profession, there may be instances where I take on different leadership responsibilities.
I will be utilizing transformational leadership in my practices to create an environment that supports all of my students. My goal is to inspire them to embrace collaborative learning that accommodates their unique learning style, helping them succeed regardless of instructional approach. Implementing this leadership style will benefit not only the students but also future teachers who may have these students in subsequent years.
Additionally, I will adopt a servant leadership approach, prioritizing the needs and goals of my students to ensure their potential for success is fulfilled and exceeded. By incorporating these effective leadership skills, my classroom will operate in an enhanced manner, ultimately benefiting the long-term growth and well-being of both male and female students.
References
Anonymous (2006). It’s a male thing. American Teacher, Vol:90 Issue 4. From http://wilsontxt. hwwilson. com. ezproxy1. lib. asu. edu/pdffull/04575/168yt/dsv. pdf
Haley, D. (2004) Leaving our boys behind. The Denver Post. Pg. B-07 From http://www. lexisnexis. com. ezproxy1. lib. asu. edu/hottopics/lnacademic/? hr=t&csi=144565&sr=HLEAD(Leaving+our+boys+behind)+and+date+is+August,+2004
Husain, M. and Millimet, D. L. (2009). The mythical ‘boy crisis’? Economics of Education Reviewer, vol:28 Issue1 38-48. From http://www. sciencedirect. com. ezproxy1. lib. asu.edu/science? _ob=ArticleURL&_udi=B6VB9-4S7J5M1-2&_user=56861&_coverDate=02%2F28%2F2009&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_acct=C000059542&_version=1&_urlVersion=0&_userid=56861&md5=969cbbac9b77650ac70954fdfbd2bfe7&searchtype=a#sec1
Kohn, D. (2003). The gender gap: boys lagging. CBS
