Debunking the ‘Boy Crisis’ in Education
In a recent New York Times article, guest writer Jessica Grose challenges the prevailing narrative that boys are falling behind in education. Grose argues that this perception is exaggerated and fueled by an anti-feminist backlash. She notes that while boys have been perceived as underperforming compared to girls, the evidence supporting this claim is not as robust as some suggest.
Criticism of Reactionary Views
Grose highlights comments from conservative commentators, including Jordan Peterson, who attribute boys’ academic struggles to a predominantly female teaching workforce and educational practices that do not align with boys’ natural tendencies. Peterson argues that these factors contribute to boys being labeled as having pathological ambition. However, Grose counters this viewpoint by emphasizing the lack of solid evidence supporting the notion that boys perform better with male teachers.
Historical Context and Gender Dynamics
The article provides historical context, noting that girls have been outperforming boys academically since before women gained the right to vote. Grose argues that the so-called crisis is not about boys performing poorly but rather about girls receiving recognition for their achievements in education and career opportunities.
The Role of Male Teachers and Administrators
Despite the majority of teachers being female, Grose points out that men still dominate administrative roles in middle and high schools. She cites a study from Indiana which found that female teachers were more effective in improving student achievement than their male counterparts.
Challenging Myths and Misconceptions
Grose references Judith Warner’s essay “What Boy Crisis?” to further debunk the myth that modern teaching styles disadvantage boys. She argues that blaming female teachers for boys’ academic challenges is misguided and detracts from addressing real issues such as gendered harassment faced by girls and female educators.
Conclusion: Seeking Evidence-Based Solutions
Grose concludes by urging society to seek evidence-based solutions rather than relying on unfounded narratives. She warns against incorrectly attributing blame to female teachers, which could overshadow other significant issues within the educational system.