As it says in the source of single-sex classes and Equal opportunities for girls and boys: perspective through time from mixed comprehensive schools in England... ... middle of paper ... ...he teachers have activities to make the boys more involved and have less chances to misbehave. Straight boys are more misbehaved in Co-ed classes because they are distracted by the girls and are trying to impress them. So they misbehave to get their attention. In single-sex classes they do not have those distractions and do not feel the need to get anyone’s attention. In the article The boy factor: Can Single-Gender Classes Reduce the Over Representation of Boys in Special Education.
In the Washington post the essay “Why Schools Are Failing Our Boys” relates to the study of the “boy problem” Fink’s concern is that boys have a harder time in school causing them to drop out or not to go on to college. I agree with Fink’s concern because of the mistreatment of genders and the pressure put on students as a whole. Based on class readings it has been illustrated that throughout history boys felt as though school made them feel less masculine. From what I have personally seen in school, boys are constantly being told to “man up”. I feel as though boys are expected to act a certain way and all students are expected to conform to a certain type of learning.
Schools ignore the gender differences by forcing boys to study in the same level as girls and they have the same regulation level to control boys and girls. As a result, boys are suffering by the school rules because they are forced to take drug, they don’t experience enough male teachers and they are compelled to study writing and reading in the same class with girls who are well ahead of them when they are not ready. Unfair to boys might make them feel bad about school. They might eventually stop going to schools. Social constructing idea should be banned from schools.
Questions have arisen to what is going on, why this is happening and ideas on how to fix the problems. It is suggested that one of the reasons that boys are having problems is in the classroom curriculum. The way teachers are teaching the boys and the type of material chosen is what is failing the boys. The rules in schools are tougher not allowing any leeway for any missteps should any mistakes happen, pushing boys out of schools. There are many boys that have to choose between family or school.
William Pollack: Inside the World of Boys The story of Inside the World of Boys by William Pollack brings the attention to us that the boys often suffer from low-self esteem, in large part due to “the boy code”, the unspoken rules that compel them to feel they need to hide their emotions and keep them from exposure. In effect, “the boy code” causes the problem of gender gap between boys and girls in academic performances. I choose this essay because I am concerned with how “the boy code” raises the gender gap between boys and girls in their academic performances and how our societies often underestimate all emotional needs of boys. This story is not only a story but also is a research paper of Pollack which is supported by his research results and statistics. The background story of Adam and his personal conversation with his mother make this story so fascinating and touching.
These distractions could be eliminated if boys are removed from the setting. Without them, we could focus on education rather than what they think of us. Self-esteem is another issue that will improve with the absence of the male species in the classroom. In high school, there is an extreme amount of pressure to fit in. Some may not fit in, and some prey on others in order to f... ... middle of paper ... ... all of the boys go?
For example, the Boy Code requires boys to act tough and hide their feelings; they are therefore less likely to speak up when experiencing diffic... ... middle of paper ... ...ling behind girls also. All of these developmental processes play a factor into why boys are becoming the second sex. If educators keep studying and doing research they could utilize different strategies to integrate in order to help with so that these boys learn at a normal pace. Works Cited Bonomo, V., (2010, Summer). Gender Matters in Elementary Education Research-based Strategies to Meet the Distinctive Learning Needs of Boys and Girls, 88(4), 257-264.
However, girls in the sex-mixed class receive less attention from teachers than boys, which may lead to gender bias. More precisely, boys always have disciplinary issues, such as interruption; teachers have to pay more attention to boys’ behaviors in order to proceed the lecture more smoothly. Girls may feel less important and supportive in male-dominated classes; boys may think that males are smarter and far superior than females. Single-sex schools can address both girls’ and boys’ issues of gender stereotypes directly and accordingly. Male students may be freer to engage in some activities they have not considered before in mixed schools.
The lack of care for education relies mainly in that the system has shifted to help out girls but completely forget about boys. Boys learn at a different rate causing men to become less successful. Conlin states, “Developmental differences often un-fairly sideline boys as slow or dumb, planting distaste for school as early as the first grade” (Conlin 177). Boys are growing up learning that maybe school isn’t for them leading them to even drop out or not enroll in college. In addition, some may argue that pop-culture suggest that it’s not cool to be educated or go to college.
Manhole cover. Manly. Caveman.” The added tension in the classroom over political correctness is not going to assist in the process of making education better for either sex. It is easy to say that boys are not being short changed in school, but it is difficult to find why they are showing a trend of underperforming compared to females. There are biological factors at play the cause them to be misclassified and placed in special education.