The Plight Of Young Males

Evidence suggests that girls are more likely to spend their leisure time in ways which compliment their education and contribute to educational achievements. Mitsos and Browne place considerable emphasis on reading. Women are more likely to read than men, and mothers are more likely than fathers to read to their children. Therefore girls are more likely to have same-sex role models to encourage them to read. Poor language and literacy skills are likely to affect boys' performance across a wide range of subjects.

Society’s understanding of gender roles debate about gender equity and have always been connected to the social roles that men and women we assigned to shape Americans views of education for girls and boys. What has also been affected is race and social class between females and males who attend schools. Ideas of what women and men are suppose to be and do have cut across different classifications. Ending unfairness in schools has rested on change to gender roles mainly women.

"The girls get the message; the boys don’t. That is the boy crisis in education” (Mortenson, 139). It seems that America is eager to readily teach and educate the women, but are not so quick to respond to the unemployed and uneducated man. It is only a few men who actually obtain a higher education like a bachelors or associates degree. Most of the boys today settle with just accomplishing a high school degree, and are never able to become qualified to master the technological demands of employers today due to a lack of education. "They are the boys whom we are not reaching through education - but who must be reached with higher education and training in order to prepare them for the jobs that will be there when they enter the labor market” (Mortenson, 139). Fifty percent of men in America never obtain a higher education according to Mortenson

Throughout my college career I have noticed that men seem to be less motivated to strive for academic excellence than their women counterparts, and also tend to have lower grade point averages. These tendencies that I have noticed are not just stereotypes that I’ve formed in my head, but research and statistics also back up these different cognitive tendencies between males and females. According the department of education, “men, whatever their race or socioeconomic group, are less likely than women to get their bachelor’s degrees – and among those that do, fewer complete their degrees in four or five years. Men also get worse grades than women” (Lewin). It is evident that women are outperforming men in almost every way when it comes to college, however, the reasoning behind this blatant outperformance is not nearly as

Women have pushed forward in the struggle for equality. Today women are staples in the professional world. More women are attending college than men as proved in recent studies. Women have outnumbered men on college campuses since 1979, and on graduate school campuses since 1984. More American women than men have received bachelor's degrees every year since 1982. Even here on Haverford's campus, the Admissions Office received more applications from women for early decision candidacy than men for the eighth straight year. The wage gap is slowly decreasing and the fight for proper day care services along with insurance coverage for birth control pills are passionate issues for women across America.

Throughout time, societies have treated individuals differently based on their gender, and for the most part our contemporary establishment believes that disparate treatment is unwarranted based on the ideal that equal treatment should be given to all. However a gendered approach, although argued to be possibly more empowering, is not the entirety of the problem at hand. Educational success is a quandary that requires a comprehensive multifaceted approach. Karen Stabiner a

When looking at the data, it shows us that the percentage of female students with a learning achievement in mathematics in primary school is 80% (UN). According the Figure C this same level of learning achievement for male students in primary school is 78% (UN). Girls actually have a lead over the boys. However, this lead that girls have actually made an interesting turn as time moves on. When looking at Figure D, the learning achievement in mathematics for female students in secondary school is at 75% and for male students is at 81% (UN). Not only does the number flip, but the gap between male and female students widens by 8%! The gap widens more into the tertiary level of education. Data coming from the OECD show that 920 graduates in science related majors were female compared to 2,137 graduates that were male. According to Figure E this amounts to 30.1% of graduates in science related majors being female (OECD). There is a vast decrease in females graduating with science related degrees than male students. When looking at female students in health-related majors, we see that the number goes up and is at 8,370 graduates compared to the 4,008 male students in health-related majors. According to Figure F this amounts to 67.6% of

The gap between women and men in receiving education in high school level isn’t very high in many countries. But the difference is created in the advanced level where a higher number of male receive college degrees than female. The situation becomes worse when men tend to concentrate on career oriented fields which lead to high

As the shift in the American family took place, there was also a shift in education. Boys were no longer the main focus. In fact girls began to pass boys academically. In 2009-10, boys represented 54% of students in PreKindergarten, 51% of students in Elementary and Secondary Education and only 43% of students in a Post-Secondary Education

Women of the revolution, social and economic progress, ideological change, and soaring house prices, all make the phenomenon of boys get big improvement. In today's society, at least in the education, the equality between men and women is obvious. At present the elementary school-age schoolgirls is as high as 99.59%, 0.08% higher than the boy, junior middle school enrollment rate at 95%, and no difference between the boys. (Aronowitz, S., & Giroux, H. 2000). In college entrance examinations have girls constitute a 7, which reflects the evaluation system, the girl is careful, the patient to its advantage, and the boy begins to practice ability strong advantage can't be reflected. In the United States, 80% drop out of is all

In the past, there have been many debates about the gender gap happening throughout school systems. Even still to this day, there are many arguments about this topic. Back then, all there was was problems about education. Guys were more privileged than the girls were. For the past decades, this issue has stuck around. Many argue that boys are still more privileged than girls are. But many facts these days say otherwise.

In the past, boys were at the top of their classes. However, in the 21st century, this is no longer the case. In recent years, girls do better in the school and achieved higher grades than boys, despite the stereotype which is males are better in science and math than female. There is a particular saying in Arabic that says, “girls have stolen the march from boys” when it comes to excelling in classrooms. This means females have gained a strong interest in studies, received higher grades, and had better attitude towards education. Literacy skills have mainly increased the gender gap between girls and boys in education, which has led to the difference in the performance for all the subjects in the school. However, the gender gap between girls and boys is negligible in Science and Math.

Did you know that girl beat boys statically in school in almost every category? In schooling such as elementary and high school the stats are virtually the same, but in postsecondary women have a 57% enrollment rate compared to the males 43% this a huge margin of women in college and another specialized schools then men. Boys have significantly higher chances of getting held back a grade then girls, being as high as 61% to 39%. Girls have higher grades in algebra and have enrolled into AP courses more than boys. They make up 57% of bachelor’s degrees and a high 62% in master’s degrees. They have higher success rates at the college level. I believe the reasons for these statistics range from mass media’s views on gender, male and female anatomy such as the changes through puberty that the genders go through, to simple psychology. They’re only causing the gender education gap to worsen by making boys go through a harder path then girls.

The female advantage in education has garnered much scholarly attention nationally and internationally in recent years. In the United States, women are now more likely to graduate from a four-year college than men and girls earn higher grades than boys throughout K-12 education on average. DiPrete and Buchmann investigate this gender gap in education and argue that the female advantage in education is not necessarily a “boy problem,” but a problem of the American educational system that fails to motivate and accommodate for students who are capable of obtaining a college degree but decides not to. While women’s educational performance and attainment exceed that of men’s on average, their low representation in the science, technology, engineering, and math (STEM) fields, disadvantage beyond the educational realm, and the overall gender inequality in the society persist. Ridgeway and Correll posit that the hegemonic gender beliefs, reinforced by the social relational contexts of gender, produce and reproduce gender inequality in the larger society. Taken together, these scholars offer valuable insight into the gender system that structures men and women’s behaviors, expectations, and opportunities differently and often unequally in different domains of the society

Payne emphasises that boys and girls are choosing different subjects what they would like to study after the age of sixteen, essentially ‘boys out-perform girls in the higher status science subjects and girls out-perform boys in English and foreign languages’ (Payne, 2000: 67). In addition, men’s and women’s skills and course choices in further education are different, for example ‘girls have continued to be less likely than men to take ‘hard sciences’ such as physics’ (Holmes, 2007: 45). During the further studies at university ‘men are over - represented in engineering and technology, while women are over- represented in education and the humanities’ (Payne, 2000:68). However, men’s and women’s choices in professional