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Boys
performance vs female performance
By
Jeanie Ollivierre
IN
THE PAST:
About
two decades ago, boys seemed to have outstripped girls in the
educational system as a result of the following:
- historical
privileging of males, where the male gender controlled a more
broader and more powerful social space,
- much
emphasis was not placed on education of the female,
- education
was considered an important enterprise,
- tasks
given to males long ago were more in keeping with their then
expectations,
- social
norms were stable and not under pressure,
- males
were more focussed,
- methodologies
applied to teaching were more varied,
- males
were more motivational driven,
- education
was not as feminised as it is today,
- the presence
of male role models in the system at all levels,
- gender
bias in the educational system.
PRESENT
DAY:
With
the declaration of the UN decade for women '76-'85, the establishment
of a Women's Desk in 1985 and the opening up of educational and
other opportunities for Vincentian women, the sky has been their
limit. Within recent times they have excelled in every aspect
of life "outstripping" their male counterparts at "every level
of the educational ladder", so says Vincentian educational officials.
BUT
WHY ARE BOYS NOT PERFORMING AS THEY USED TO?
- gender
socialization patterns which have developed in recent times
that tend to make boys deficient in certain skills needed for
survival within the educational system,
- feminisation
or engendering of education, as well as its devaluation by society,
- present
teaching methodologies, as well as the absence of jobs considered
"high paying" do not in any way serve to motivate males,
- the shift
in societal values and norms where the "get rich quick" syndrome
is of critical importance,
- the constant
challenge by females in the system,
- absence
of male privileging, laissez faire/irresponsible attitude of
young males,
- social
instability and pressure brought to bear on social norms,
- pre-occupation
of males with their appearance,
- the "playing
field" seems to be levelling off.
WHY
ARE WOMEN HOLDING THEIR OWN AND SEEM TO BE EXCELLING?
- access
to educational credit and other opportunities,
- socialization
within the home, school and community, where they have been
exposed to certain skills considered prerequisites for survival
within the educational system, Skills such as sitting still
and listening, the desire to please, follow instructions, do
repetitive tasks such as cooking, cleaning, ironing etc.,
- the presence
of forceful, dedicated, respected, dynamic, proactive female
role models within the home, education system and society,
- being
comfortable with their sexuality, knowing that it is unthreatened,
- recognition
given to women's worth,
- removal
of barriers to the advancement of women; barriers such as gender
bias that existed on the laws of the statute prior to '85, as
well as the gender bias that existed within access to further
education and promotion in the Public Service,
- the opening
up of access to institutions of higher learning such as the
St. Vincent Teachers, Technical and Community Colleges which
served as incentive/motivation for further advancement around
'88,
- the devaluation
of education and at the same time its feminisation,
- their
ability to understand the pressure of social norms and adjust,
- the seemingly
"levelling of the playing field" and breaking the "glass ceiling"
in various fields.
HOW
CAN WE BRING MALES BACK ON STREAM?
- discuss
the extent to which the "male marginisation", "male underachievement"
myth occupies the consciousness of males, teachers, students
and the wider community and attempt to address its root cause:
male privileging,
- determine
the extent to which boys and girls have different development
paths and develop appropriate curriculum and methodologies,
- access
the mechanisms that allow males to progress in the work force
despite their "under-achievement" and apply these in the educational
system,
- selection
procedures must target areas of weaknesses currently demonstrated
by both genders,
- parents
need to ensure that boys play a critical role within the home
by sharing in all domestic tasks, as this will have a tremendous
effect on their school work,
- educators
to shy away from channelling students into gender specific subject
areas,
- discourage
the manner in which male gender identity is currently constructed
in schools,
- minimise
the use of verbal disciplining such as sarcasm and ridicule,
- economists
need to re-evaluate education as a profession, allocate the
proper remuneration which it deserves, so as to make it a more
attractive career option for males and females,
- develop
a positive reciprocal learning relationship between home and
school.
Adapted
from an article in New Times, 6th June, 2003
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