The feminist answer to the poor educational performance of boys

A few excerpts from a submission (PDF) to an official Australian government report on behalf of “The association of women educators”.  The hormonal messes concerned think that the only problem is that boys are not de-masculinized enough.  The submission just drips hatred of males and masculinity generally.

While school performance can be measured and influences such as social class can be factored into the results, it is undisputed that some boys dominate the statistics in issues such as: High incidence of punishment in school; Dangerous and destructive behaviour; Abuse and assault of females and other males; Homophobia; Drug Abuse; Suicide; Road deaths; Dominance of teachers’ time; Dominance of linguistic and physical space in the classroom and playground; Dominance in the use of sports facilities and resources; Dominance in the use of computers and technology; and School suspension and expulsion.  These examples reflect the worst aspects of hegemonic or dominant masculinity and provide the reason that schools need to take action in order to provide alternatives to the currently held narrow view of what it is to be masculine and the restrictions associated with that view in terms of educational opportunities, life chances and quality of life.

AWE notes with concern the failure of the present “what about the boys” debate to address issues related to boys’ sexual behaviour and sexual responsibility. In addition to the well-documented dominance of young men in crimes of sexual violence, and the alarming prevalence among them of attitudes which pre-dispose young men to violence against women and girls, recent research both in Australia and Great Britain reveals that many young men fail to accept responsibility for their sexual behaviour. Evidence strongly suggests low levels of responsibility in regard to using contraception and practicing safe sexual behaviour, and to supporting children they may father. Meanwhile, young mothers are left not only to raise a child/children single-handed, but also to suffer the continuing social stigma attached to teenage pregnancy and parenthood.

The AWE believes that the curriculum promotes narrow portrayals of masculinities and that narrow subject selection by boys is not effectively addressed by secondary schools. While much of the curriculum continues to be dominated by stories of masculine achievement, many boys are observers only and some boys, most notably indigenous boys, boys from non-English speaking background, working-class and homosexual boys see little representation of their experiences in the curriculum. Dominant images of masculinity and a narrow focus on employment opportunities predispose many boys to chose maths and science whether they have an interest or aptitude in these areas or not. Many boys whose talents lie in the arts, literature or humanities can lose out by choosing subjects from a limited range. Changing employment patterns, such as the rise in the service and financial sectors, mean that career options may be better served by other subject choices.

There has been, in recent times, an increasing awareness that it is the construction of gender in society and in schools which disadvantages girls and also creates problems for boys. While the curriculum in schools often presents a world view seen through the eyes of males, such a views also frequently constructs a masculinity which can be dysfunctional for many boys and young men. Dr Cherry Collins’ research on harassment and bullying published by ACER in 1996 also highlighted the gendered nature of schooling and problems created by narrow definitions of masculinity for both boys and girls in the classroom and in the playground.

The notion that “its is now the boy’s turn” is totally rejected. Instead policies and strategies arising out of this inquiry should be underpinned by a commitment to social justice and educational equity. A broad brush approach which aims at solving the problems experienced by some boys is not the answer. Likewise not all girls have succeeded as a result of policies and practice of the 1970’s and 80’s ...

One popular theory suggests that it is the feminisation of the teaching profession which is to blame for the poor performance of some boys in schools. AWE totally rejects this notion. Although over 70% of teachers are women the vast majority of administration position in schools and systems are held by males. It is at this policy making level that decisions are made in relation to curriculum content and structures in schools. A simplistic approach which deducts

Posted by jonjayray on Tuesday, May 17, 2005 at 10:03 AM in Feminism
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