Josh's Conclusion
Based on an analysis of the data on gender in education, I do not believe that there is evidence to conclude that schools are shortchanging girls. In fact, recent trends may suggest that schools may actually be shortchanging boys. I believe the truth lies somewhere in the middle. At times, school favours girls, while at other times, schools favour boys and the focus should be on ensuring nobody is shortchanged in the classroom.
Most of the research suggesting that girls are being shortchanged was completed nearly 20 years ago. For example, the well-publicized report by the American Association of University Women “How Schools Shortchange Girls” (AAUW, 1992), presented convincing facts to conclude the girls were being shortchanged. Since then, however, there has been significant progress made by girls in the education system. Recent data from EQAO shows the girls are outperforming boys in all subjects and at all levels (Klinger et al., 2009). In recent years, the performance of boys in school has been given much more prominence. A recent Globe and Mail report goes as far as saying that schools are “Failing Boys” (Globe and Mail, 2010). By attempting to rectify the many critiques provided in a number of research studies in the 1980s and 1990s such as Sadker (1994) and AAUW (1992), and attempting to make school a more welcoming place for girls, the education system may have alienated boys in the process.
This is not to say that the situation is perfect for girls, however, the issues are now more specific, rather than widespread. For example, rather than sweeping reports such as “How Schools Shortchange Girls,” more recent reports by AAUW focus on specific areas of improvement such as the reasons for a discrepancy between boys and girls in advanced math and science courses (AAUW, 2010) and the issue of sexual harassment (AAUW, 2011). In the math and science related fields, it is clear the girls are still underrepresented (Bachman et al. 2009, Engineers Canada, 2010). This shows that there is more to do for teachers to ensure both genders see value in future careers that may be seen as primarily ‘masculine’ or ‘feminine.’
Our research has shown that academic studies have come to conflicting conclusions with respect to who is being shortchanged in school. However, much of the research focussing on the situation of girls in school is becoming outdated.
The important task for teachers and the education system is to find the correct balance. School must recognize aspects of the school environment that are failing boys and other aspects that are failing girls. Schools must be seen as a welcoming place for both girls and boys.
Most of the research suggesting that girls are being shortchanged was completed nearly 20 years ago. For example, the well-publicized report by the American Association of University Women “How Schools Shortchange Girls” (AAUW, 1992), presented convincing facts to conclude the girls were being shortchanged. Since then, however, there has been significant progress made by girls in the education system. Recent data from EQAO shows the girls are outperforming boys in all subjects and at all levels (Klinger et al., 2009). In recent years, the performance of boys in school has been given much more prominence. A recent Globe and Mail report goes as far as saying that schools are “Failing Boys” (Globe and Mail, 2010). By attempting to rectify the many critiques provided in a number of research studies in the 1980s and 1990s such as Sadker (1994) and AAUW (1992), and attempting to make school a more welcoming place for girls, the education system may have alienated boys in the process.
This is not to say that the situation is perfect for girls, however, the issues are now more specific, rather than widespread. For example, rather than sweeping reports such as “How Schools Shortchange Girls,” more recent reports by AAUW focus on specific areas of improvement such as the reasons for a discrepancy between boys and girls in advanced math and science courses (AAUW, 2010) and the issue of sexual harassment (AAUW, 2011). In the math and science related fields, it is clear the girls are still underrepresented (Bachman et al. 2009, Engineers Canada, 2010). This shows that there is more to do for teachers to ensure both genders see value in future careers that may be seen as primarily ‘masculine’ or ‘feminine.’
Our research has shown that academic studies have come to conflicting conclusions with respect to who is being shortchanged in school. However, much of the research focussing on the situation of girls in school is becoming outdated.
The important task for teachers and the education system is to find the correct balance. School must recognize aspects of the school environment that are failing boys and other aspects that are failing girls. Schools must be seen as a welcoming place for both girls and boys.