Boys Will Be Boys

For many years, prestigious women's organizations, such as the American Association of University Women and journalists from global newspapers have been actively promoting the idea that schools are biased against girls. It has been said that schools are producing a generation of psychologically diminished and academically "shortchanged" girls (Sommers 1996). But according to Christina Hoff Sommers' article "Where The Boys Are" in Education Week, 6/12/96, there are many academic journals that are reporting that actually it is boys who are on the weaker side of the gender gap. The National Assessment of Educational Progress is considered to be a reliable measure of academic proficiency, and it claims that although boys are outperforming girls in math and science by a minuscule percentage, girls outperform boys in reading and writing by a larger percentage. This lag according to US Dept. of Education in Condition of Education 1995 (Sommers, 1996) estimates the gap to be by as much 1 ½ years of school. In fact, boys are contributing more to an educational deficit in many more circumstances than are girls. According to such studies, boys generally tend to get lower grades than girls do, many more boys suffer from learning disabilities, they drop out more often and significantly fewer boys are going on to college. Many people assume that because men are the dominate gender in many leadership positions and earn more money, they are the victors in the gender arena (Sadker, 1999). But research has shown that three out of four boys report that they have been sexually harassed with taunts and teasing about their masculinity. Even expressions of interest in stereotypical female careers, such as elementary school teachers or nurses are included in this harassment. When gender bias' intrude the classrooms, boys are pressured to conform to roles which may be physically or emotionally detrimental (Sadker & Sadker, 1994). They can also experience a decrease in nurture related behaviors (Berman, 1986). This negative affect on children presents diminished self-esteem, which lowers educational success. The American Association of University Women Educational Foundation (1998, p.27-33), found that although females receive lower grades on tests, it's males who actually receive lower course grades. Males are also less likely to have close friends and more likely to endure isolation and loneliness. This phenomenon of the underachievement of boys is examined in a study (Younger et al, 1999) which determined that girls were perceived by teachers as better organizers and are able to utilize advanced communication skills which are necessary to become self-learners. The image of boys on the other hand portrays boys as boisterous and easily distracted.

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