- What lessens boys' motivation and achievement?
- What strategies or interventions increase boys' motivation and achievement?
- What roles do the school, home, and community play in changing existing patterns?
We reviewed more than 30 sources, including books, journal articles, Web sites, newspapers, and U.S. Department of Education statistics. Several sources addressed gender issues at specific schools, whereas others examined national and international research. As we focused on the national and international data, we discovered growing trends that seemed to characterize the challenges boys face, irrespective of their socioeconomic status or locality.
Troubling Trends for Boys
Boys score lower in language arts on standardized tests. Statistics reveal that boys are underachieving at a higher rate than girls in reading and writing. The National Assessment for Educational Progress reports significant gender differentials in the 1998 reading and writing assessments (U.S. Department of Education, 1999, 2000). For instance, in the 12th grade, girls scored 15 points higher than boys in reading and 19 points higher in writing.
Boys populate special education classes and are more likely to be labeled as learning disabled. Two-thirds of the students receiving special education services in the United States are male (Galley, 2002). Additionally, boys are 10 times more likely to be diagnosed with Attention Deficit Disorder than girls; and of the 1 million children currently taking Ritalin, three-fourths are boys (Pollack, 1998).
Boys dominate school discipline statistics. Pollack (1998) stated that boys are disciplined five to ten times more often than girls in elementary and middle school.
Boys enroll in fewer advanced courses and have higher drop-out rates. Their rate of enrollment in college is declining. Currently, more girls than boys take the voluntary Advanced Placement tests to earn college credit, and boys take fewer AP courses in English, biology, and foreign language (American Association of University Women, 2002). Additionally, in 1999, full-time undergraduate college enrollments were 45 percent male and 55 percent female (National Center for Education Statistics, 2000). The Department of Education predicts continued shrinking in the proportion of boys in college classes (Sommers, 2000).
Even though no easy, all-encompassing solution emerges, the following strategies provide a starting point for looking at curriculum, instructional techniques, and materials that may enhance literacy success for young men.
Offer More Technology
Researchers in England, Australia, and the United States have reported that increased use of technology and computer education has led to greater engagement among boys and fewer discipline problems in the classroom (Draves, 2002; Tyrer, 1999; West, 2001). Recent data indicated that 83 percent of the high school students taking the rigorous Advanced Placement computer science exam were male (Weinman & Haag, 1999).
Although some schools are transitioning to a Web-based Technology Age to better serve the needs of society and simultaneously engage boys' interest, other schools are still training students for the Industrial Age (Draves, 2002). How can we facilitate an increased emphasis on computer and technology education? Although teachers have long been recognized as the key to unlocking the doors of technology for students, a recent national survey revealed that only one-third felt well-prepared to employ technology in their classrooms (Smerdon et al., 2001). “Technophobia” among teachers is a potent barrier to effective technology employment in the classroom and is an issue we must address through staff development and training (Weinman & Haag, 1999).
Use Multiple Literacy Strategies
To capture the literacy interests of boys, author and teacher Jon Scieszka developed a reading campaign titled “Guys Read,” featuring a Web site (www.guysread.com) that provides a wealth of information and support for teachers and parents. Because boys typically prefer nonfiction to fiction and rarely see adult males modeling the act of reading, he posts an extensive book list that includes titles specifically geared toward boys' interests. The Web site also has a forum for boys to share their opinions about books (McGillian, 2002).
A number of schools in the United Kingdom reported positive results when teachers demonstrated personal knowledge of boys' needs and provided texts that appealed to boys' interests. These teachers gave boys as much choice as possible in terms of reading and writing assignments. Such intervention strategies as collaborative group work and assignments with authentic real-life application have been highly beneficial because they link the teaching of writing with the teaching of reading (Grubb, 2001).
Muir (2001) interviewed underachieving adolescents and saw similar results. Giving students choice in assignments and reading materials that related to their interests led to greater motivation in achieving literacy skills. Worthy (2002) relates the story of a young man who insisted that he hated to read; he rarely completed reading assignments and never checked books out of the library. However, when he discovered a magazine on his favorite topic, wrestling, he began reading it avidly and ultimately graduated to more sophisticated reading materials.
Encourage Mentoring Relationships
Both the Mentoring Partnerships of New York and the Mentoring Consulting Group reported that establishing male mentoring relationships resulted in improved motivation toward school, less absenteeism, and higher graduation rates, even when the mentoring focused on the student's needs and interests outside the classroom (Bintrim, 2001). Boys benefit from having male role models who believe in them and help them understand what they are capable of achieving. This kind of attention is crucial for young men who do not receive enough male attention at home (Pollack, 1998).
The researcher found that boys are also strongly influenced by their peers and demonstrate increased skills and confidence when a high school or college-age mentor spends time with them.
Incorporate More Action-Oriented Activities
Boys tend to learn best when they are allowed to move around and manipulate objects (Grubb, 2001; Pollack, 1998; West, 2001). Having the opportunity for mobility actually increased boys' engagement in learning, so researchers recommended that teachers accept restless behavior as long as boys are on task.
Building opportunities for physical activity within the lesson increases boys' motivation and skill development (Grubb, 2001). Active learning strategies, such as role-plays, debates, field trips, and investigations are meaningful ways to engage boys in learning because they enable boys to actively question and explore.
Investigate Single-Gender Schools and Classes
In an attempt to address low achievement in middle school boys in Long Beach, California, Jefferson Leadership Academies, a public school for grades 6–8, experimented with single-gender classrooms for about 1,200 students. The boys reported that they felt free to ask more questions and take greater risks when girls were not present in the classrooms. They also believed that they were better known by their classmates and teachers, and they began to take a more active role in helping one another succeed (Galley, 2002). Since Jefferson split into single-gender classes, teachers have seen an overall improvement of 16 percent in student standardized test scores. Although these results are not conclusive and critics have questioned whether the achievement gains are directly related to the single-gender classes, Principal Jill Rojas found it interesting that students attribute their academic improvement to the segregated classes (Ritsch, 2002).
Where Do We Go from Here?
The first step is to draw attention to the needs of boys and open the dialogue about how to meet their needs. By integrating the collective talents and expertise of all stakeholders (educators, parents, and community members), we can construct an action plan customized to meet the specific needs of individual school populations. This effort does not require massive programs or huge expenditures. Rather, it requires a willingness to look at the philosophical underpinnings that drive decision making.
