Gender in Public Edcuation

The Trouble With Boys

They're kinetic, maddening and failing at school. Now educators are trying new ways to help them succeed.

By Peg Tyre With Andrew Murr, Vanessa Juarez, Anne Underwood, Karen Springen and Pat Wingert, Newsweek, Jan. 30, 2006 issue

Spend a few minutes on the phone with Danny Frankhuizen and you come away thinking, "What a nice boy." He's thoughtful, articulate, bright. He has a good relationship with his mom, goes to church every Sunday, loves the rock band Phish and spends hours each day practicing his guitar. But once he's inside his large public Salt Lake City high school, everything seems to go wrong. He's 16, but he can't stay organized. He finishes his homework and then can't find it in his backpack. He loses focus in class, and his teachers, with 40 kids to wrangle, aren't much help. "If I miss a concept, they tell me, 'Figure it out yourself'," says Danny. Last year Danny's grades dropped from B's to D's and F's. The sophomore, who once dreamed of Stanford, is pulling his grades up but worries that "I won't even get accepted at community college."

His mother, Susie Malcom, a math teacher who is divorced, says it's been wrenching to watch Danny stumble. "I tell myself he's going to make something good out of himself," she says. "But it's hard to see doors close and opportunities fall away."

What's wrong with Danny? By almost every benchmark, boys across the nation and in every demographic group are falling behind. In elementary school, boys are two times more likely than girls to be diagnosed with learning disabilities and twice as likely to be placed in special-education classes. High-school boys are losing ground to girls on standardized writing tests. The number of boys who said they didn't like school rose 71 percent between 1980 and 2001, according to a University of Michigan study. Nowhere is the shift more evident than on college campuses. Thirty years ago men represented 58 percent of the undergraduate student body. Now they're a minority at 44 percent. This widening achievement gap, says Margaret Spellings, U.S. secretary of Education, "has profound implications for the economy, society, families and democracy."

With millions of parents wringing their hands, educators are searching for new tools to help tackle the problem of boys. Books including Michael Thompson's best seller "Raising Cain" (recently made into a PBS documentary) and Harvard psychologist William Pollack's definitive work "Real Boys" have become must-reads in the teachers' lounge. The Gurian Institute, founded in 1997 by family therapist Michael Gurian to help the people on the front lines help boys, has enrolled 15,000 teachers in its seminars. Even the Gates Foundation, which in the last five years has given away nearly a billion dollars to innovative high schools, is making boys a big priority. "Helping underperforming boys," says Jim Shelton, the foundation's education director, "has become part of our core mission."

The problem won't be solved overnight. In the last two decades, the education system has become obsessed with a quantifiable and narrowly defined kind of academic success, these experts say, and that myopic view is harming boys. Boys are biologically, developmentally and psychologically different from girls—and teachers need to learn how to bring out the best in every one. "Very well-meaning people," says Dr. Bruce Perry, a Houston neurologist who advocates for troubled kids, "have created a biologically disrespectful model of education."

Thirty years ago it was girls, not boys, who were lagging. The 1972 federal law Title IX forced schools to provide equal opportunities for girls in the classroom and on the playing field. Over the next two decades, billions of dollars were funneled into finding new ways to help girls achieve. In 1992, the American Association of University Women issued a report claiming that the work of Title IX was not done—girls still fell behind in math and science; by the mid-1990s, girls had reduced the gap in math and more girls than boys were taking high-school-level biology and chemistry.

'Mommy, I Know You'

A feminist scholar explains how the study of girls can teach us about boys.

By Carol Gilligan, Newsweek, Jan. 30, 2006 issue

As the mother of three sons, I have attended my share of hand-wringing parent-teacher conferences. Having read "Tom Sawyer" and "Catcher in the Rye," I know that boys and school don't mix. That boys are having trouble with school is not news. But images of rough-and-tumble boys not fit for the classroom now may blind us to a problem that has less to do with how boys seem and more with who they actually are—but are not allowed to show.

We are only a generation away from the time when girls were effectively off the map. To take one example: the 1980 "Handbookof Adolescent Psychology" concluded that adolescent girls "have simply not been much studied." By bringing girls and women into research on human development, I and others discovered that their exclusion did more than hurt them. It distorted our understanding of boys as well. Both sexes suffer when one is not understood. This is not a zero-sum game.

Several decades ago, revolutionary psychological research on women led to a reframing of such concepts as intelligence and self. A new set of terms—"emotional intelligence," "relational self" and, most recently, the "feeling brain"—heralded a cultural shift. Emotions and relationships, once associated with women and therefore with limitation, are now understood to enhance intelligence and the self, and have become desirable attributes of manhood.

The study of adolescent girls bears on problems boys have with school by solving a longstanding psychological puzzle. Adolescence for girls is often marked by the sudden appearance of signs of distress, such as depression and eating disorders. Girls' adolescence is comparable in this respect to an earlier time in boys' development, one that coincides with the onset of formal schooling. Around the ages of 5, 6 and 7, boys often begin for the first time to show signs of depression as well as learning and speech disorders. Because girls, by adolescence, are mature enough to recognize and reflect on what's happening to them, they reveal a process of initiation that exacts a psychological cost. Seventeen-year-old Iris, the valedictorian of her class, observes, "If I were to say what I was thinking and feeling, no one would want to be with me; my voice would be too loud."

Boys as well as girls can read the human world astutely. Four-year-old Sam asked his mother one day, "Mommy, why are you sad?" Wanting to shield him from her sadness, she replied, "I'm not sad." Sam said, "Mommy, I know you. I was inside you." Yet when this kind of emotional openness, sensitivity and connectedness are seen to compromise masculinity, boys often repudiate these human qualities. If boys can be encouraged to embrace them, these qualities will develop, expanding their capacity for relationships and also their sense of themselves.

The implications of this for school were brought home to me by an incident involving one of my sons. He was in the second grade, and a sign on the blackboard read, DON'T BE AFRAID TO ASK. One day, when the teacher chastised a boy for asking a question, my son called out, "Don't be afraid to ask," and promptly got into trouble. His first-grade teacher, recounting the story to me, recognized a sensitivity and honesty she had encouraged and valued. What often appears as boys' intransigence, as disruptiveness, indifference or confrontation, may instead be a refusal to engage in false relationship.

It is in the adamancy of this refusal that boys will be boys, turning away from rather than seeking to repair or smooth over such ruptures as girls tend to do. This may explain why more boys disconnect from school. It also suggests, as my work with girls has shown, that an effective strategy for preventing boys' psychological difficulties and educational problems would involve recognizing their sensitivities, building honest relationships and strengthening a healthy capacity for resistance.

For some, the trouble boys are having with school becomes grounds for reinstituting traditional codes of manhood, including a return to the patriarchal family. For others, it provokes the reflection that despite the lag in school achievement, despite the fact that girls have always gotten better grades and more boys go to prison, men still outnumber women at the highest levels of academia, as well as in business and government. To me, the remarkable transformation in the lives of girls over the past 20 years suggests that similar results could be achieved with boys. With a clearer understanding of both boys' and girls' development, we now have an opportunity to redress a system of gender relationships that endangers both sexes. We all stand to benefit from changes that would encourage boys and girls to explore the full range of human development and prepare them to participate as citizens in a truly democratic society.

Gilligan is the author of "In a Different Voice" and "The Birth of Pleasure." She is a university professor at NYU.

The New Gender Gap

From kindergarten to grad school, boys are becoming the second sex

By Michelle Conlin, Business Week, May 26, 2003 issue

Lawrence High is the usual fortress of manila-brick blandness and boxy 1960s architecture. At lunch, the metalheads saunter out to the smokers' park, while the AP types get pizzas at Marinara's, where they talk about -- what else? -- other people. The hallways are filled with lip-glossed divas in designer clothes and packs of girls in midriff-baring track tops. The guys run the gamut, too: skate punks, rich boys in Armani, and saggy-panted crews with their Eminem swaggers. In other words, they look pretty much as you'd expect.

But when the leaders of the Class of 2003 assemble in the Long Island high school's fluorescent-lit meeting rooms, most of these boys are nowhere to be seen. The senior class president? A girl. The vice-president? Girl. Head of student government? Girl. Captain of the math team, chief of the yearbook, and editor of the newspaper? Girls.

It's not that the girls of the Class of 2003 aren't willing to give the guys a chance. Last year, the juniors elected a boy as class president. But after taking office, he swiftly instructed his all-female slate that they were his cabinet and that he was going to be calling all the shots. The girls looked around and realized they had the votes, says Tufts University-bound Casey Vaughn, an Intel finalist and one of the alpha femmes of the graduating class. "So they impeached him and took over."

The female lock on power at Lawrence is emblematic of a stunning gender reversal in American education. From kindergarten to graduate school, boys are fast becoming the second sex. "Girls are on a tear through the educational system," says Thomas G. Mortenson, a senior scholar at the Pell Institute for the Study of Opportunity in Higher Education in Washington. "In the past 30 years, nearly every inch of educational progress has gone to them."

Just a century ago, the president of Harvard University, Charles W. Eliot, refused to admit women because he feared they would waste the precious resources of his school. Today, across the country, it seems as if girls have built a kind of scholastic Roman Empire alongside boys' languishing Greece. Although Lawrence High has its share of boy superstars -- like this year's valedictorian -- the gender takeover at some schools is nearly complete. "Every time I turn around, if something good is happening, there's a female in charge," says Terrill O. Stammler, principal of Rising Sun High School in Rising Sun, Md. Boys are missing from nearly every leadership position, academic honors slot, and student-activity post at the school. Even Rising Sun's girls' sports teams do better than the boys'.

At one exclusive private day school in the Midwest, administrators have even gone so far as to mandate that all awards and student-government positions be divvied equally between the sexes. "It's not just that boys are falling behind girls," says William S. Pollock, author of Real Boys: Rescuing Our Sons from the Myths of Boyhood and a professor of psychiatry at Harvard Medical School. "It's that boys themselves are falling behind their own functioning and doing worse than they did before."

It may still be a man's world. But it is no longer, in any way, a boy's. From his first days in school, an average boy is already developmentally two years behind the girls in reading and writing. Yet he's often expected to learn the same things in the same way in the same amount of time. While every nerve in his body tells him to run, he has to sit still and listen for almost eight hours a day. Biologically, he needs about four recesses a day, but he's lucky if he gets one, since some lawsuit-leery schools have banned them altogether. Hug a girl, and he could be labeled a "toucher" and swiftly suspended -- a result of what some say is an increasingly anti-boy culture that pathologizes their behavior.

If he falls behind, he's apt to be shipped off to special ed, where he'll find that more than 70% of his classmates are also boys. Squirm, clown, or interrupt, and he is four times as likely to be diagnosed with attention deficit hyperactivity disorder. That often leads to being forced to take Ritalin or risk being expelled, sent to special ed, or having parents accused of negligence. One study of public schools in Fairfax County, Va., found that more than 20% of upper-middle-class white boys were taking Ritalin-like drugs by fifth grade.

Once a boy makes it to freshman year of high school, he's at greater risk of falling even further behind in grades, extracurricular activities, and advanced placement. Not even science and math remain his bastions. And while the girls are busy working on sweeping the honor roll at graduation, a boy is more likely to be bulking up in the weight room to enhance his steroid-fed Adonis complex, playing Grand Theft Auto: Vice City on his PlayStation2, or downloading rapper 50 Cent on his iPod. All the while, he's 30% more likely to drop out, 85% more likely to commit murder, and four to six times more likely to kill himself, with boy suicides tripling since 1970. "We get a bad rap," says Steven Covington, a sophomore at Ottumwa High School in Ottumwa, Iowa. "Society says we can't be trusted."

As for college -- well, let's just say this: At least it's easier for the guys who get there to find a date. For 350 years, men outnumbered women on college campuses. Now, in every state, every income bracket, every racial and ethnic group, and most industrialized Western nations, women reign, earning an average 57% of all BAs and 58% of all master's degrees in the U.S. alone. There are 133 girls getting BAs for every 100 guys -- a number that's projected to grow to 142 women per 100 men by 2010, according to the U.S. Education Dept. If current trends continue, demographers say, there will be 156 women per 100 men earning degrees by 2020.

Overall, more boys and girls are in college than a generation ago. But when adjusted for population growth, the percentage of boys entering college, master's programs, and most doctoral programs -- except for PhDs in fields like engineering and computer science -- has mostly stalled out, whereas for women it has continued to rise across the board. The trend is most pronounced among Hispanics, African Americans, and those from low-income families.

The female-to-male ratio is already 60-40 at the University of North Carolina, Boston University, and New York University. To keep their gender ratios 50-50, many Ivy League and other elite schools are secretly employing a kind of stealth affirmative action for boys. "Girls present better qualifications in the application process -- better grades, tougher classes, and more thought in their essays," says Michael S. McPherson, president of Macalester College in St. Paul, Minn., where 57% of enrollees are women. "Boys get off to a slower start."

The trouble isn't limited to school. Once a young man is out of the house, he's more likely than his sister to boomerang back home and sponge off his mom and dad. It all adds up to the fact that before he reaches adulthood, a young man is more likely than he was 30 years ago to end up in the new and growing class of underachiever -- what the British call the "sink group."

For a decade, British educators have waged successful classroom programs to ameliorate "laddism" (boys turning off to school) by focusing on teaching techniques that re-engage them. But in the U.S., boys' fall from alpha to omega status doesn't even have a name, let alone the public's attention. "No one wants to speak out on behalf of boys," says Andrew Sum, director of the Northeastern University Center for Labor Market Studies. As a social-policy or educational issue, "it's near nonexistent."

On the one hand, the education grab by girls is amazing news, which could make the 21st the first female century. Already, women are rapidly closing the M.D. and PhD gap and are on the verge of making up the majority of law students, according to the American Bar Assn. MBA programs, with just 29% females, remain among the few old-boy domains.

Still, it's hardly as if the world has been equalized: Ninety percent of the world's billionaires are men. Among the super rich, only one woman, Gap Inc. co-founder Doris F. Fisher, made, rather than inherited, her wealth. Men continue to dominate in the highest-paying jobs in such leading-edge industries as engineering, investment banking, and high tech -- the sectors that still power the economy and build the biggest fortunes. And women still face sizable obstacles in the pay gap, the glass ceiling, and the still-Sisyphean struggle to juggle work and child-rearing.

But attaining a decisive educational edge may finally enable females to narrow the earnings gap, punch through more of the glass ceiling, and gain an equal hand in rewriting the rules of corporations, government, and society. "Girls are better able to deliver in terms of what modern society requires of people -- paying attention, abiding by rules, being verbally competent, and dealing with interpersonal relationships in offices," says James Garbarino, a professor of human development at Cornell University and author of Lost Boys: Why Our Sons Turn Violent and How We Can Save Them.

Righting boys' problems needn't end up leading to reversals for girls. But some feminists say the danger in exploring what's happening to boys would be to mistakenly see any expansion of opportunities for women as inherently disadvantageous to boys. "It isn't a zero-sum game," says Susan M. Bailey, executive director of the Wellesley Centers for Women. Adds Macalester's McPherson: "It would be dangerous to even out the gender ratio by treating women worse. I don't think we've reached a point in this country where we are fully providing equal opportunities to women."

Still, if the creeping pattern of male disengagement and economic dependency continues, more men could end up becoming losers in a global economy that values mental powers over might -- not to mention the loss of their talent and potential. The growing educational and economic imbalances could also create societal upheavals, altering family finances, social policies, and work-family practices. Men are already dropping out of the labor force, walking out on fatherhood, and disconnecting from civic life in greater numbers. Since 1964, for example, the voting rate in Presidential elections among men has fallen from 72% to 53% -- twice the rate of decline among women, according to Pell's Mortenson. In a turnaround from the 1960s, more women now vote than men.

Boys' slide also threatens to erode male earnings, spark labor shortages for skilled workers, and create the same kind of marriage squeeze among white women that already exists for blacks. Among African Americans, 30% of 40- to 44-year-old women have never married, owing in part to the lack of men with the same academic credentials and earning potential. Currently, the never-married rate is 9% for white women of the same age. "Women are going to pull further and further ahead of men, and at some point, when they want to form families, they are going to look around and say, 'Where are the guys?"' says Mortenson.

Corporations should worry, too. During the boom, the most acute labor shortages occurred among educated workers -- a problem companies often solved by hiring immigrants. When the economy reenergizes, a skills shortage in the U.S. could undermine employers' productivity and growth.

Better-educated men are also, on average, a much happier lot. They are more likely to marry, stick by their children, and pay more in taxes. From the ages of 18 to 65, the average male college grad earns $2.5 million over his lifetime, 90% more than his high school counterpart. That's up from 40% more in 1979, the peak year for U.S. manufacturing. The average college diploma holder also contributes four times more in net taxes over his career than a high school grad, according to Northeastern's Sum. Meanwhile, the typical high school dropout will usually get $40,000 more from the government than he pays in, a net drain on society.

Certainly, many boys continue to conquer scholastic summits, especially boys from high-income families with educated parents. Overall, boys continue to do better on standardized tests such as the scholastic aptitude test, though more low-income girls than low-income boys take it, thus depressing girls' scores. Many educators also believe that standardized testing's multiple-choice format favors boys because girls tend to think in broader, more complex terms. But that advantage is eroding as many colleges now weigh grades -- where girls excel -- more heavily than test scores.

Still, it's not as if girls don't face a slew of vexing issues, which are often harder to detect because girls are likelier to internalize low self-esteem through depression or the desire to starve themselves into perfection. And while boys may act out with their fists, girls, given their superior verbal skills, often do so with their mouths in the form of vicious gossip and female bullying. "They yell and cuss," says 15-year-old Keith Gates, an Ottumwa student. "But we always get in trouble. They never do."

Before educators, corporations, and policymakers can narrow the new gender gap, they will have to understand its myriad causes. Everything from absentee parenting to the lack of male teachers to corporate takeovers of lunch rooms with sugar-and-fat-filled food, which can make kids hyperactive and distractable, plays a role. So can TV violence, which hundreds of studies -- including recent ones by Stanford University and the University of Michigan -- have linked to aggressive behavior in kids. Some believe boys are responding to cultural signals -- downsized dads cast adrift in the New Economy, a dumb-and-dumber dude culture that demeans academic achievement, and the glamorization of all things gangster that makes school seem so uncool. What can compare with the allure of a gun-wielding, model-dating hip hopper? Boys, who mature more slowly than girls, are also often less able to delay gratification or take a long-range view.

Schools have inadvertently played a big role, too, losing sight of boys -- taking for granted that they were doing well, even though data began to show the opposite. Some educators believed it was a blip that would change or feared takebacks on girls' gains. Others were just in denial. Indeed, many administrators saw boys, rather than the way schools were treating them, as the problem.

Thirty years ago, educational experts launched what's known as the "Girl Project." The movement's noble objective was to help girls wipe out their weaknesses in math and science, build self-esteem, and give them the undisputed message: The opportunities are yours; take them. Schools focused on making the classroom more girl-friendly by including teaching styles that catered to them. Girls were also powerfully influenced by the women's movement, as well as by Title IX and the Gender & Equity Act, all of which created a legal environment in which discrimination against girls -- from classrooms to the sports field -- carried heavy penalties. Once the chains were off, girls soared.

Yet even as boys' educational development was flat-lining in the 1990s -- with boys dropping out in greater numbers and failing to bridge the gap in reading and writing -- the spotlight remained firmly fixed on girls. Part of the reason was that the issue had become politically charged and girls had powerful advocates. The American Association of University Women, for example, published research cementing into pedagogy the idea that girls had deep problems with self-esteem in school as a result of teachers' patterns, which included calling on girls less and lavishing attention on boys. Newspapers and TV newsmagazines lapped up the news, decrying a new confidence crisis among American girls. Universities and research centers sponsored scores of teacher symposiums centered on girls. "All the focus was on girls, all the grant monies, all the university programs -- to get girls interested in science and math," says Steve Hanson, principal of Ottumwa High School in Iowa. "There wasn't a similar thing for reading and writing for boys."

Some boy champions go so far as to contend that schools have become boy-bashing laboratories. Christina Hoff Sommers, author of The War Against Boys, says the AAUW report, coupled with zero-tolerance sexual harassment laws, have hijacked schools by overly feminizing classrooms and attempting to engineer androgyny.

The "earliness" push, in which schools are pressured to show kids achieving the same standards by the same age or risk losing funding, is also far more damaging to boys, according to Lilian G. Katz, co-director of ERIC Clearinghouse on Elementary and Early Childhood Education. Even the nerves on boys' fingers develop later than girls', making it difficult to hold a pencil and push out perfect cursive. These developmental differences often unfairly sideline boys as slow or dumb, planting a distaste for school as early as the first grade.

Instead of catering to boys' learning styles, Pollock and others argue, many schools are force-fitting them into an unnatural mold. The reigning sit-still-and-listen paradigm isn't ideal for either sex. But it's one girls often tolerate better than boys. Girls have more intricate sensory capacities and biosocial aptitudes to decipher exactly what the teacher wants, whereas boys tend to be more anti-authoritarian, competitive, and risk-taking. They often don't bother with such details as writing their names in the exact place instructed by the teacher.

Experts say educators also haven't done nearly enough to keep up with the recent findings in brain research about developmental differences. "Ninety-nine-point-nine percent of teachers are not trained in this," says Michael Gurian, author of Boys and Girls Learn Differently. "They were taught 20 years ago that gender is just a social function."

In fact, brain research over the past decade has revealed how differently boys' and girls' brains can function. Early on, boys are usually superior spatial thinkers and possess the ability to see things in three dimensions. They are often drawn to play that involves intense movement and an element of make-believe violence. Instead of straitjacketing boys by attempting to restructure this behavior out of them, it would be better to teach them how to harness this energy effectively and healthily, Pollock says.

As it stands, the result is that too many boys are diagnosed with attention-deficit disorder or its companion, attention-deficit hyperactivity disorder. The U.S. -- mostly its boys -- now consumes 80% of the world's supply of methylphenidate (the generic name for Ritalin). That use has increased 500% over the past decade, leading some to call it the new K-12 management tool. There are school districts where 20% to 25% of the boys are on the drug, says Paul R. Wolpe, a psychiatry professor at the University of Pennsylvania and the senior fellow at the school's Center for Bioethics: "Ritalin is a response to an artificial social context that we've created for children."

Instead of recommending medication -- something four states have recently banned school administrators from doing -- experts say educators should focus on helping boys feel less like misfits. Experts are designing new developmentally appropriate, child-initiated learning that concentrates on problem-solving, not just test-taking. This approach benefits both sexes but especially boys, given that they tend to learn best through action, not just talk. Activities are geared toward the child's interest level and temperament. Boys, for example, can learn math through counting pinecones, biology through mucking around in a pond. They can read Harry Potter instead of Little House on the Prairie, and write about aliens attacking a hospital rather than about how to care for people in the hospital. If they get antsy, they can leave a teacher's lecture and go to an activity center replete with computers and manipulable objects that support the lesson plan.

Paying attention to boys' emotional lives also delivers dividends. Over the course of her longitudinal research project in Washington (D.C.) schools, University of Northern Florida researcher Rebecca Marcon found that boys who attend kindergartens that focus on social and emotional skills -- as opposed to only academic learning -- perform better, across the board, by the time they reach junior high.

Indeed, brain research shows that boys are actually more empathic, expressive, and emotive at birth than girls. But Pollock says the boy code, which bathes them in a culture of stoicism and reticence, often socializes those aptitudes out of them by the second grade. "We now have executives paying $10,000 a week to learn emotional intelligence," says Pollock. "These are actually the skills boys are born with."

The gender gap also has roots in the expectation gap. In the 1970s, boys were far more likely to anticipate getting a college degree -- with girls firmly entrenched in the cheerleader role. Today, girls' expectations are ballooning, while boys' are plummeting. There's even a sense, including among the most privileged families, that today's boys are a sort of payback generation -- the one that has to compensate for the advantages given to males in the past. In fact, the new equality is often perceived as a loss by many boys who expected to be on top. "My friends in high school, they just didn't see the value of college, they just didn't care enough," says New York University sophomore Joe Clabby. Only half his friends from his high school group in New Jersey went on to college.

They will face a far different world than their dads did. Without college diplomas, it will be harder for them to find good-paying jobs. And more and more, the positions available to them will be in industries long thought of as female. The services sector, where women make up 60% of employees, has ballooned by 260% since the 1970s. During the same period, manufacturing, where men hold 70% of jobs, has shrunk by 14%.

These men will also be more likely to marry women who outearn them. Even in this jobless recovery, women's wages have continued to grow, with the pay gap the smallest on record, while men's earnings haven't managed to keep up with the low rate of inflation. Given that the recession hit male-centric industries such as technology and manufacturing the hardest, native-born men experienced more than twice as much job loss as native-born women between 2000 and 2002.

Some feminists who fought hard for girl equality in schools in the early 1980s and '90s say this: So what if girls have gotten 10, 20 years of attention -- does that make up for centuries of subjugation? Moreover, what's wrong with women gliding into first place, especially if they deserve it? "Just because girls aren't shooting 7-Eleven clerks doesn't mean they should be ignored," says Cornell's Garbarino. "Once you stop oppressing girls, it stands to reason they will thrive up to their potential."

Moreover, girls say much of their drive stems from parents and teachers pushing them to get a college degree because they have to be better to be equal -- to make the same money and get the same respect as a guy. "Girls are more willing to take the initiative...they're not afraid to do the work," says Tara Prout, the Georgetown-bound senior class president at Lawrence High. "A lot of boys in my school are looking for credit to get into college to look good, but they don't really want to do the grunt work."

A new world has opened up for girls, but unless a symmetrical effort is made to help boys find their footing, it may turn out that it's a lonely place to be. After all, it takes more than one gender to have a gender revolution.

Single-gender education gains ground as boys lag

Experts worry that coed classrooms geared to girls put their counterparts at a disadvantage

By Janine DeFao, San Francisco Chronicle, June 18, 2007

For more than a decade, the conventional wisdom has been that schools have shortchanged girls, who were ignored in the classroom as they lagged behind in math and science.

But now a growing chorus of educators and advocates for boys is turning that notion upside down.

Boys are the ones in trouble, they say. They are trailing girls in reading and writing, are more likely to get in trouble or be labeled as learning disabled, and are less likely to go to college.

The educators, citing emerging brain research, say that the two sexes learn differently and that schools are more geared to girls than to their ants-in-the-pants counterparts. But they are adopting strategies to help boys succeed, from playing multiplication baseball to handing out stress balls and setting up boys-only schools.

"The public schools teach to girls. You have to be able to follow the rules and color in the lines," said Livermore parent Missy Davis, who moved her son, Collin, to the private, all-boys Pacific Boychoir Academy in Oakland after he struggled in coed public and parochial settings. "Boys get labeled immature and disrupting. (Teachers) don't know how to utilize the energy."

Juanita McSweeney, a 30-year teaching veteran, experienced that energy two years ago when she had a class full of "strong boys" who outnumbered the girls in her fifth-grade class at Happy Valley Elementary in Lafayette.

"I was going nuts. ... My salvation that year was two words: Koosh balls," she said, referring to the toy balls covered with hundreds of soft rubber strands.

McSweeney had stumbled across a growing body of literature confirming what she had long intuited -- that boys and girls do learn differently -- and providing strategies to help keep boys, especially, focused and engaged.

"Instead of twiddling with your neighbor, you'd twiddle with your Koosh ball. The way to get rid of that extra energy seemed genius to me," she said.

McSweeney was so enthusiastic that this year the Lafayette School District provided gender training to its entire staff and parents by the Gurian Institute of Colorado. The firm has trained 30,000 teachers in gender differences and learning since it was founded in 2002 by Michael Gurian, a Spokane, Wash., family therapist and author who helped kick off the boys movement in 1996 with his book "The Wonder of Boys."

Among the neurological differences Gurian and others highlight, based on brain scans and other research:

-- Males use more cortical areas of the brain for spatial and mechanical functioning, while females use more for words and emotions -- meaning boys tend to benefit from hands-on learning, while girls are better auditory learners who write and use more words.

-- Boys have less of the "calming chemical" serotonin and more testosterone, making them more fidgety, impulsive and competition-driven.

-- Boys' brains go more frequently into a "rest state," leading to "zoning out" or moving around to try to stay focused.

While gender brain differences remain controversial -- only two years ago Harvard President Lawrence Summers lost his job after suggesting males may be more innately suited to science -- what may have been dismissed as pop science a decade ago is now getting serious attention from brain researchers.

"We can say confidently, and more and more confidently all the time, that the ways males and females on average are processing information is not the same," said Larry Cahill, a fellow of the Center for the Neurobiology of Learning and Memory at UC Irvine who last year published a review of studies on neurology and gender. "It's kind of a zeitgeist shift from the belief that this doesn't matter very much to, 'This might matter big time, and we need to figure out how.' "

The differences, Gurian said, mean five to seven boys in a coed class of 30 will struggle in a classroom where they need to "sit still, read and write a lot, and do a lot of busy work."

Those struggles are born out by a string of alarming statistics about boys. While girls have made strides in math and science, boys continue to lag in reading -- and even more significantly in writing, where the gap has widened -- on tests such as the National Assessment of Educational Progress.

Boys are 2.5 times more likely to be suspended from school and 3.4 times more likely to be expelled, according to federal education statistics.

Two-thirds of special educational students are male. The Centers for Disease Control and Prevention reports that nearly 10 percent of boys have learning disabilities, compared with 6 percent of girls, and boys are 2.5 times more likely than girls to be diagnosed with attention deficit hyperactivity disorder.

Boys also are more likely to drop out of school. Since 1970, women's undergraduate enrollment in college has risen three times as fast as men's, and women now make up 57 percent of college students. Still, some people have questioned whether the so-called "boys crisis" exists.

A report last year by Education Sector, a Washington think tank, found that boys' reading and math scores on the national assessment test had improved since the 1970s. It said black and Hispanic boys may be failing but that race and class play a bigger a role than gender.

But "it's hard to ignore that we've got a boy problem on top of the race and class problem. Low-income boys are doing worse than low-income girls," said Judith Kleinfeld, a University of Alaska at Fairbanks psychology professor who last year started the Boys Project, an international consortium of researchers concerned about boys.

The brain research also is reigniting interest in single-gender education.

There were three public schools nationwide offering single-gender instruction in 1995 and 262 today, still a small fraction of the country's more than 90,000 public schools, according to Leonard Sax, executive director of the National Association for Single Sex Public Education. Many more are in the pipeline with changes last fall to Title IX -- which banned sex discrimination in schools in 1972 -- that make it easier for schools to create voluntary single-gender classes and schools.

"The brain develops in a different sequence," said Sax, author of "Why Gender Matters" and "Boys Adrift," which will be published in August. "If you teach the same subject in the same way, you have girls who think geometry is tough and boys who think poetry is stupid."

One has only to walk into Jennifer Colker's classroom at the 49ers Academy in East Palo Alto to see gender differences in action. The 11-year-old public alternative school, which has separate classes for boys and girls, is the only single-gender public school in the Bay Area.

On a recent morning near the end of the school year, the eighth-grade boys in Colker's language arts and history class were buzzing as they worked independently making encyclopedias or history terms.

Boys bounced their knees, drummed the air, their desks -- or a neighbor -- with colored pencils and wandered the room. They rapped, laughed and called out for Colker's attention.

"Look what I'm using my pencil for," said Davion Tomlin, 13, of Hayward, stabbing a red licorice rope with his pencil before getting up to dump it in the trash.

When the girls filed in for next period, they sat quietly in their seats. The noise level rose considerably when they took out their encyclopedias, but most stayed rooted to their chairs.

"I have to adjust the lesson (with the boys) to have it be mobile and kinesthetic rather than auditory or visual," said Colker, who engages her male students in several games.

The school's executive director, Michelle Starkey, said its score on the state's Academic Performance Index has increased 167 points in three years, but it's hard to know how much is attributable to single-gender instruction because the school also has small class sizes and extra services on campus.

Having just boys in class also means the ability to tailor subjects to grab their attention, said John L. Morgan IV, a middle school English teacher at the 68-year-old private Town School for Boys in San Francisco, one of a handful of boys' schools in the Bay Area.

"I do 'Macbeth' because they love the gore," he said. He also doesn't hesitate to use gross humor.

At the 3-year-old Pacific Boychoir Academy, which is an outgrowth of the choir, Pamela Weimer uses as much hands-on instruction as she can in her math and science classes -- from tossing a baseball during multiplication drills to offering plenty of science labs.

"Boys need to be active all the time," said Weimer, who also heads the school. "It's physiological, not willful."

The approach has worked for recent eighth-grade graduate Collin Davis, who has attention deficit disorder and was getting labeled a troublemaker in his coed classes.

"You can be yourself and act crazy and wacky, just the stuff you wouldn't do around girls," said Collin.

"He's a different kid," said his father, Warren Davis. "He's doing better in school, but he's doing better in life."

Online resources

For more information about boys' and girls' learning styles and single-sex classrooms, go to: