The trend of higher male achievement at of all levels of education has reversed in the last twenty years, in almost every major country except Japan, sparking global political and social debate about this intriguing phenomenon. Several cultural trends may contribute to this swing, including, but not limited to, a recent vibrant call for equity education for girls; shifting social norms of traditionally held views of masculinity and male dominance in the job market, academia, and society; delayed maturation physically and cognitively of the average male; teacher competence in the science of educating boys; school structures that are antithetical to the needs of boys; and the complex dichotomy between the demands of school life and the psyche of males. Whatever the causes, evidence demonstrates many boys exhibit behaviors antithetical to school success with significantly higher diagnoses rates of mental health disorders, failure and dropout rates, referrals for disruptive behaviors, and juvenile delinquency. The authors contend that school systems must put forth more intentionality regarding the education of boys, as well as girls, through training and supervision of all educators in gender-friendly methodologies, increased recruitment of male teachers, and redesign of the school day to provide opportunities for boys to fulfill their need to move, compete, and lead.
Lamport, Ph.D., Mark A. and Bulgin, Roseclaire
"The Education and Miseducation of Boys in Cultural, Political, and Christian Perspective,"
Christian Perspectives in Education, 3(2).
Available at: http://digitalcommons.liberty.edu/cpe/vol3/iss2/3