The achievement gap between male and female students with respect to reading and writing is significant. We have learned that the issue of males underachieving in English is a global issue, not one simply restricted to the United States' educational system. Societal constructs, academic focus, and biological development are creating a learning gap in which male students are falling far below female students. What's alarming is that the biological aspects, coupled with certain cultural aspects, are not limited to any one culture. this Given the fact that this growing trend has taken place in the last century, with the rise of feminist movement, change may not be altogether out of reach. Therefore, educators need to identify and work to solve this issue. Accepting predictable academic outcomes for both males and females based on expectations of what has been done in the past is not conducive to an impacting academic environment.
STATISTICS
The United States Department of Education website offers comparable gender statistics. For many years, research in the area of gender’s role in literacy development indicated a large achievement gap with respect to math and sciences, and reading and writing. Females have historically scored much higher than males in reading and writing. This hasn’t changed much at all. Currently, females are scoring much higher than males in the area of reading and writing. Statistics show that this gap is relatively unchanged over the past thirty years. (United States Department of Education)
However, research has also indicated that males typically outperform their female peers in the areas of math and sciences. Over the last thirty years, this achievement gap has shrunk to almost zero difference. Females are now just as competent, with regard to scoring averages, as males in the areas of math and science. (United States Department of Education) In analyzing the Department of Education’s statistics, the area of focus was on both fourth and eighth grade scoring. The numbers show that both fourth and eighth grade males score significantly lower than females within their classroom in reading and writing proficiency. And, the numbers also show very little difference (zero difference in some states) between males and females in math and sciences proficiency. Also troubling, is the fact the achievement gap widens as the students get older. (United States Department of Education)
The statistics indicate that the education system has done an excellent job in leveling the playing field with regard to academic achievement in math and sciences. Over the last thirty years, females have increased their scores, but also are more commonly seen enrolling in collegiate major programs that facilitate their careers in fields that were historically reserved for males. This is great news, and this shift could largely be impacted by the societal push for greater equality.
With regard to males and their scores in reading and writing, the statistics convey far less optimism in results. Not only have males not closed the achievement gap with females in English studies, but they have in many states fallen even further behind in the last thirty years. (United States Department of Education) Why? Is this an acceptance, inherent in our system, that reading and writing is reserved for females? Socially, saying that “Boys will be boys, they’re just not going to be into reading and writing the way girls are,” seems to have a shred of academically sexist impact, when compared to saying "Girls are naturally poor at math and sciences."
SOCIAL & BIOLOGICAL CAUSATION
Gender provides the opportunity for difference in the realm of education, but for what reasons? And what sort of differences are these? Boys and girls learn at varied levels, and their pace is vastly different among that diversity alone, not to mention all that exists within each respective gender. The reason for this gender gap is two fold: social and biological.
With regard to the gap between boys and girls, it is important to denote that girls learn at exceptionally higher rates than boys do, and experience new heights of maturity than their humanoid counterparts (Morgan, Linda. "How Gender Affects Learning." - ParentMap. N.p., 30 Aug. 2007. Web. 27 Oct.).
Socially, many believe that it is how education itself is set up, that the modes and means we use to teach have been geared toward women, perhaps unintentionally or because young women possess innate capabilities that allow them to function in these areas. Another social aspect is influence that women have as opposed to boys; girls are encouraged to be critical thinkers and to care, in a sense. Boys are told to be stoic and nonchalant (Jacobson, Malia. "Are Boys Being Left Behind?" - ParentMap. N.p., 31 May 2015. Web. 29 Oct.).
From a biological standpoint, the gap can be explained by the fact that boys don't develop cognitively until much later than girls. This to say, they are required to learn at the same level even though they have no threshold or ability to do so ("How Gender Affects Learning").
SPONSORS OF CHANGE
We have looked at social and biological factors that seem to influence this learning gap, but who is influencing change? Educators and researchers are placing much of their energy into identifying and understanding the literacy gap. Their questions are spurring a dash to uncover universal solutions which have thus far been sparse and surmised.
One group that has not only identified the issue, but is working to teach educators how to reach young men is the Association for Supervision and Curriculum Development. The ASCD was founded in 1943 as an international advocacy group. While the group operates with very broad educational goals, they have lately opened a focus for male literacy. The ASCD is reaching out to educators to support the, and teach them how to train the next generation of male scholars. They have made suggestions on how to engage and inspire male students based on books written by Michael Gurian and Kathy Stevens (10 Essential Strategies for Teaching Boys). This article is one of many that demonstrate how the ASCD is working to help keep educators informed about possible solutions to male literacy gaps.
The ASCD is working to be easily accessible. They have opened accounts on social media, developed apps for tablets and smartphones, and publish an academic journal which is circulated to members of the ASCD. Along with their work to connect and inform educators, the ASCD is lobbying for education in over 138 countries ("Who We Are", ASCD).
This group represents one of many, but it illustrates how collaborative advocates are making a move to reach every student, teacher, and administrator. The ASCD is fighting for global academic reform. They are coaxing educational systems to prize every student's literacy as well as encouraging a break away from traditional teaching methods by providing easy access through technology.
SOLUTIONS
In order to help close these literacy gaps between girls and boys, there are a few key solutions teachers should take into consideration. First, literacy is better obtained if both girls’ and boys’ choices of interest are noticed when it comes to required reading material. According to the article, "’Not Just Boring Stories’: Reconsidering the Gender Gap for Boys,” by Donna Lester Taylor, “It has been well documented that giving students choice and control in reading material plays an important role in involvement with and enjoyment of reading and in fostering voluntary reading”(Taylor 294). Taylor explains that when students, primarily boys, are given a chance to read something that is of interest to them, more positive feelings and higher achievement levels are reached which ultimately help to close the literacy gap between the sexes. Another important aspect for a teacher to consider when it comes to closing the literacy gap between girls and boys is to address and meet the very specific needs of boys. Taylor’s research suggests that in order to meet these needs, teachers need to be “Providing numerous opportunities for hands-on learning and problem solving as well as interactive teaching” (Taylor 294). Taylor explains how in-classroom discussions or thinking out loud activities, are some examples of how to get boys thinking about literature in ways that meet their hands on and interactive needs. Lastly, Taylor explains how incorporating “Innovative teaching strategies such as boys-only book clubs, guys' and girls' book racks, and provide male readers as role models,” (Taylor 297) can help to ensure literacy success and can also close the literacy gap between boys and girls. Therefore, by incorporating and taking into consideration all the techniques described by Taylor, teachers can enrich literacy in students and keep the beauty of literature thriving.
INTERNATIONAL PERSPECTIVE
As a nation it is hard sometimes to think outside of the United States when it comes to our problems and concerns. If we are able to look past our country to others, we would notice that a lot of us are struggling with the same concerns. Children’s education is something that the United States is having a hard time with, specifically with boys and young men, but we are not alone in this problem. In 2012 the All Party Parliamentary Group and the National Literacy Trust, both in the United Kingdom, got together to create the Boys’ Reading Commission. Each party was concerned with the gap between boys’ and girls’ literacy development. These two entities became a joint venture to investigate the scale of the problem in the UK and try to establish why boys are falling behind. Though their research they determined that, ”In a National Literacy Trust survey of UK teachers, 76% said that boys in their school did not do as well in reading as girls (Boy’s Reading Commission 6).” I would imagine that if the United States would ask US teachers this same question, a similar percentage would say the same response. Later in the commission they state that, “Girls outperforming boys is not just an issue for the UK; far from it. International comparisons of 10-year-olds and 15-year-olds show that girls do better in reading than boys across all of the OECD countries (Boys’ Reading Commission). The OECD is a group of 34 major countries that seek for economic cooperation and development. If these countries are noticing the same patterns as we are in the United States, then it might be beneficial for everyone to work together and solve this growing problem.
In conclusion, after the extensive research our group has compiled, we are excited about the future challenges we will face in our classrooms, and feel better prepared to overcome obstacles with regard to gender and literacy development. This project has given us each more confidence in finding and taking positive action towards problems that may arise in our classroom settings. We have learned how to research and study the possible inconsistencies identified in our classrooms. Our hope is to use this ability as a tool to educate ourselves, and others, about developing potential solutions. There may be convincing data to argue that this trend will continue biologically, but in no way should we accept this into our society as a crippling norm. Therefore, it has became our goal as future educators to take a close look at these issues that relate to gender in order to aid in closing the literacy gap and enriching the lives of all our future students.
Works Cited
"Boys' Reading Commission." National Literacy Trust, 2 July 2012. Web. 29 Oct. 2015.
Taylor, Donna Lester. "“Not Just Boring Stories”: Reconsidering the Gender Gap for Boys." Journal of Adolescent & Adult Literacy 48.4 (2004): 290-98. Web. 9 Nov. 2015.
United States Department of Education. "Statistics" 2015 ed. Web. 21 October 2015 <http://www.ed.gov>
"Who We Are." ASCD. Association for Supervision and Curiculum Development, n.d. Web. 17 Nov. 2015.
INTRODUCTION
The achievement gap between male and female students with respect to reading and writing is significant. We have learned that the issue of males underachieving in English is a global issue, not one simply restricted to the United States' educational system. Societal constructs, academic focus, and biological development are creating a learning gap in which male students are falling far below female students. What's alarming is that the biological aspects, coupled with certain cultural aspects, are not limited to any one culture. this Given the fact that this growing trend has taken place in the last century, with the rise of feminist movement, change may not be altogether out of reach. Therefore, educators need to identify and work to solve this issue. Accepting predictable academic outcomes for both males and females based on expectations of what has been done in the past is not conducive to an impacting academic environment.
STATISTICS
The United States Department of Education website offers comparable gender statistics. For many years, research in the area of gender’s role in literacy development indicated a large achievement gap with respect to math and sciences, and reading and writing. Females have historically scored much higher than males in reading and writing. This hasn’t changed much at all. Currently, females are scoring much higher than males in the area of reading and writing. Statistics show that this gap is relatively unchanged over the past thirty years. (United States Department of Education)
However, research has also indicated that males typically outperform their female peers in the areas of math and sciences. Over the last thirty years, this achievement gap has shrunk to almost zero difference. Females are now just as competent, with regard to scoring averages, as males in the areas of math and science. (United States Department of Education) In analyzing the Department of Education’s statistics, the area of focus was on both fourth and eighth grade scoring. The numbers show that both fourth and eighth grade males score significantly lower than females within their classroom in reading and writing proficiency. And, the numbers also show very little difference (zero difference in some states) between males and females in math and sciences proficiency. Also troubling, is the fact the achievement gap widens as the students get older. (United States Department of Education)
The statistics indicate that the education system has done an excellent job in leveling the playing field with regard to academic achievement in math and sciences. Over the last thirty years, females have increased their scores, but also are more commonly seen enrolling in collegiate major programs that facilitate their careers in fields that were historically reserved for males. This is great news, and this shift could largely be impacted by the societal push for greater equality.
With regard to males and their scores in reading and writing, the statistics convey far less optimism in results. Not only have males not closed the achievement gap with females in English studies, but they have in many states fallen even further behind in the last thirty years. (United States Department of Education) Why? Is this an acceptance, inherent in our system, that reading and writing is reserved for females? Socially, saying that “Boys will be boys, they’re just not going to be into reading and writing the way girls are,” seems to have a shred of academically sexist impact, when compared to saying "Girls are naturally poor at math and sciences."
SOCIAL & BIOLOGICAL CAUSATION
Gender provides the opportunity for difference in the realm of education, but for what reasons? And what sort of differences are these? Boys and girls learn at varied levels, and their pace is vastly different among that diversity alone, not to mention all that exists within each respective gender. The reason for this gender gap is two fold: social and biological.
With regard to the gap between boys and girls, it is important to denote that girls learn at exceptionally higher rates than boys do, and experience new heights of maturity than their humanoid counterparts (Morgan, Linda. "How Gender Affects Learning." - ParentMap. N.p., 30 Aug. 2007. Web. 27 Oct.).
Socially, many believe that it is how education itself is set up, that the modes and means we use to teach have been geared toward women, perhaps unintentionally or because young women possess innate capabilities that allow them to function in these areas. Another social aspect is influence that women have as opposed to boys; girls are encouraged to be critical thinkers and to care, in a sense. Boys are told to be stoic and nonchalant (Jacobson, Malia. "Are Boys Being Left Behind?" - ParentMap. N.p., 31 May 2015. Web. 29 Oct.).
From a biological standpoint, the gap can be explained by the fact that boys don't develop cognitively until much later than girls. This to say, they are required to learn at the same level even though they have no threshold or ability to do so ("How Gender Affects Learning").
SPONSORS OF CHANGE
We have looked at social and biological factors that seem to influence this learning gap, but who is influencing change? Educators and researchers are placing much of their energy into identifying and understanding the literacy gap. Their questions are spurring a dash to uncover universal solutions which have thus far been sparse and surmised.
One group that has not only identified the issue, but is working to teach educators how to reach young men is the Association for Supervision and Curriculum Development. The ASCD was founded in 1943 as an international advocacy group. While the group operates with very broad educational goals, they have lately opened a focus for male literacy. The ASCD is reaching out to educators to support the, and teach them how to train the next generation of male scholars. They have made suggestions on how to engage and inspire male students based on books written by Michael Gurian and Kathy Stevens (10 Essential Strategies for Teaching Boys). This article is one of many that demonstrate how the ASCD is working to help keep educators informed about possible solutions to male literacy gaps.
The ASCD is working to be easily accessible. They have opened accounts on social media, developed apps for tablets and smartphones, and publish an academic journal which is circulated to members of the ASCD. Along with their work to connect and inform educators, the ASCD is lobbying for education in over 138 countries ("Who We Are", ASCD).
This group represents one of many, but it illustrates how collaborative advocates are making a move to reach every student, teacher, and administrator. The ASCD is fighting for global academic reform. They are coaxing educational systems to prize every student's literacy as well as encouraging a break away from traditional teaching methods by providing easy access through technology.
SOLUTIONS
In order to help close these literacy gaps between girls and boys, there are a few key solutions teachers should take into consideration. First, literacy is better obtained if both girls’ and boys’ choices of interest are noticed when it comes to required reading material. According to the article, "’Not Just Boring Stories’: Reconsidering the Gender Gap for Boys,” by Donna Lester Taylor, “It has been well documented that giving students choice and control in reading material plays an important role in involvement with and enjoyment of reading and in fostering voluntary reading”(Taylor 294). Taylor explains that when students, primarily boys, are given a chance to read something that is of interest to them, more positive feelings and higher achievement levels are reached which ultimately help to close the literacy gap between the sexes. Another important aspect for a teacher to consider when it comes to closing the literacy gap between girls and boys is to address and meet the very specific needs of boys. Taylor’s research suggests that in order to meet these needs, teachers need to be “Providing numerous opportunities for hands-on learning and problem solving as well as interactive teaching” (Taylor 294). Taylor explains how in-classroom discussions or thinking out loud activities, are some examples of how to get boys thinking about literature in ways that meet their hands on and interactive needs. Lastly, Taylor explains how incorporating “Innovative teaching strategies such as boys-only book clubs, guys' and girls' book racks, and provide male readers as role models,” (Taylor 297) can help to ensure literacy success and can also close the literacy gap between boys and girls. Therefore, by incorporating and taking into consideration all the techniques described by Taylor, teachers can enrich literacy in students and keep the beauty of literature thriving.
INTERNATIONAL PERSPECTIVE
As a nation it is hard sometimes to think outside of the United States when it comes to our problems and concerns. If we are able to look past our country to others, we would notice that a lot of us are struggling with the same concerns. Children’s education is something that the United States is having a hard time with, specifically with boys and young men, but we are not alone in this problem. In 2012 the All Party Parliamentary Group and the National Literacy Trust, both in the United Kingdom, got together to create the Boys’ Reading Commission. Each party was concerned with the gap between boys’ and girls’ literacy development. These two entities became a joint venture to investigate the scale of the problem in the UK and try to establish why boys are falling behind. Though their research they determined that, ”In a National Literacy Trust survey of UK teachers, 76% said that boys in their school did not do as well in reading as girls (Boy’s Reading Commission 6).” I would imagine that if the United States would ask US teachers this same question, a similar percentage would say the same response. Later in the commission they state that, “Girls outperforming boys is not just an issue for the UK; far from it. International comparisons of 10-year-olds and 15-year-olds show that girls do better in reading than boys across all of the OECD countries (Boys’ Reading Commission). The OECD is a group of 34 major countries that seek for economic cooperation and development. If these countries are noticing the same patterns as we are in the United States, then it might be beneficial for everyone to work together and solve this growing problem.
In conclusion, after the extensive research our group has compiled, we are excited about the future challenges we will face in our classrooms, and feel better prepared to overcome obstacles with regard to gender and literacy development. This project has given us each more confidence in finding and taking positive action towards problems that may arise in our classroom settings. We have learned how to research and study the possible inconsistencies identified in our classrooms. Our hope is to use this ability as a tool to educate ourselves, and others, about developing potential solutions. There may be convincing data to argue that this trend will continue biologically, but in no way should we accept this into our society as a crippling norm. Therefore, it has became our goal as future educators to take a close look at these issues that relate to gender in order to aid in closing the literacy gap and enriching the lives of all our future students.
Works Cited
"Boys' Reading Commission." National Literacy Trust, 2 July 2012. Web. 29 Oct. 2015.
Gurian, Michael, and Kathy Stevens. "10 Essential Strategies for Teaching Boys Effectively." ASCD Epress 6.4 (2010). Web. 17 Nov. 2015.<http://www.ascd.org/ascd-express/vol6/604-gurian.aspx>.
Jacobson, Malia. "Are Boys Being Left Behind?" - ParentMap. N.p., 31 May 2015. Web. 29 Oct.
Morgan, Linda. "How Gender Affects Learning." - ParentMap. N.p., 30 Aug. 2007. Web. 27 Oct.
Taylor, Donna Lester. "“Not Just Boring Stories”: Reconsidering the Gender Gap for Boys." Journal of Adolescent & Adult Literacy 48.4 (2004): 290-98. Web. 9 Nov. 2015.
United States Department of Education. "Statistics" 2015 ed. Web. 21 October 2015 <http://www.ed.gov>
"Who We Are." ASCD. Association for Supervision and Curiculum Development, n.d. Web. 17 Nov. 2015.