Gender bias: Why teachers give girls better grades …

Boys score as well as or better than girls on most standardized tests, yet they are far less likely to get good grades, take advanced classes or attend college.

That’s not fair.

Why does it happen?

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Here’s a shocking research finding for you …

According to the NY Times Opinionator, a study in The Journal of Human Resources reports that teachers factor good behavior into grades — and girls, as a rule, comport themselves far better than boys.

The study’s authors …  found that boys across all racial groups and in all major subject areas received lower grades than their test scores would have predicted.

The scholars attributed this “misalignment” to differences in “noncognitive skills”:

  • attentiveness
  • persistence
  • eagerness to learn
  • ability to sit still
  • ability to  work independently.

Girls tend to develop these skills earlier and more naturally than boys.

The researchers found that teachers rated boys as less proficient even when the boys did just as well as the girls on tests.

There are some who say, well, too bad for the boys.

If they are inattentive, obstreperous and distracting to their teachers and peers, that’s their problem.

After all, the ability to regulate one’s impulses, delay gratification, sit still and pay close attention are the cornerstones of success in school and in the work force.

What might we do to help boys improve?

For one thing, we can follow the example of the British, the Canadians and the Australians.

They are not indulging boys’ tendency to be inattentive.

Instead, they are experimenting with programs to help them become more organized, focused and engaged.

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Ken’s view: Don’t blame us boys..

God should have have worked on the 7th day to fix some of the bugs in her boy-design.

It’s not our fault … it’s in our DNA

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Follow on Twitter @KenHoma            >> Latest Posts

One Response to “Gender bias: Why teachers give girls better grades …”

  1. Steve Says:

    Read Gurian’s “The Wonder of Boys” – our educational system’s pendulum has moved toward a more femenized approach to teaching. The behavior exhibited is not lack of interest but boredom. Boys do far better with real-world scenarios and hands-on experiences than sitting at desks in perfectly aligned rows taking notes; the exhibited behavior is a manifestation of their need to keep their brains engaged. According to Gurian’s research, boys and girls think and learn differently and the one size fits all approach to education, particularly the current mode which favors girls’ learning style, is underserving our sons and leaving these boys frustrated and unmotivated. Ultimately, we will, as a society, lose out by not finding a way to engage the young male mind.

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