Which is it? Is it the ability factor or the interest factor that is responsible for the gender gap in the reading performace? This is a concern raised in an article, entitled "Putting the 'Boy Crisis' in Context" which focuses on the worrisome disparity in reading differences between boys and girls. The article drew attention to the fact that this problem is an international one as indicated by the (2009) PIRLS report which revealed that, in the forty countries where studies were conducted with nine to ten-year olds, the girls outperformed the boys. This alarming situation, which has been with us since the early 1900s, is apparently also based on race and ethnicity.
If the problem is based on ability, says one contributor, it is a matter of administering the appropriate intervention. If, however, the problem is based on interest, then the onus is on the teacher to ensure that the teaching style is appealing to this group. Having learned on Friday that, of the thirty-one remedial students assigned to my school, twenty-two are boys, I have been thinking how I can create a 'boy friendly' learning environment. I need to source reading material that is action-oriented. These students would benefit from more field trips which will be incorporated in the reading lessons. Hoping that the students will indeed be recipients of laptops, I would invest in reading software for them. I know that a great part of my vacation will be spent on creating learning resources for these students so that, come September morning, I would be ready to inspire my charges.
Sadowski, M. (2010, July/August) Putting the "Boy Crisis" in Context. Harvard Education Letter, Vol.26, No.4
Homewardbound,
ReplyDeleteAs a parent of young boys, my interest is always peaked whenever there is something to be said about boys’ underachievement. Who is to say that girls are naturally more intelligent than boys? I dare say that my two boys can challenge any girl their own age (or even above) at any literacy/ academic or social task.
I concur that the problem is an international one but there is no doubt in my mind that teachers are not solely responsible for this phenomenon. There are several factors which come into play among which socialisation is high on the listing. (Remember the nature/ nurture argument?) If as teachers we take into consideration that they are ‘natural’ deficiencies, then we have a responsibility to create a “boy- friendly” learning environment as you suggested. Maybe we ought to structure the learning in such a way as to better accommodate them. This however, is easier said than done- it requires patience.
Furthermore, most of our teachers are female; will we not structure our male- oriented activities in an effeminate way? Maybe there in some merit in the desire on the part of the state to create single sex- schools; staffed with the non- existent male staff to socialise and teach them in appropriately masculine ways.
Boys traditionally don’t like to sit quietly in the classroom because that is not how they are socialised in the home, yet we expect them to sit quietly and read.
I suggest that we use the literacies which interest them such as texting and creating blogs and wikis. We need to create a social- interactive experience within the classroom.
Hi Roxanne, you raised an interesting point, that of socialization. The boys are always outsie on the move, racing each other, engaging in 'shooting games' while the girls may be involved in activities such as having a tea party with their imaginary friends. Their activity promotes more language than that of the boys whose limited language is "Bang! Bang!"
ReplyDeleteI don't agree that boys are less intelligent than girls. No. I believe you are on target when you say that maybe teachers have not structured the learning environment to accommodate the boys. Once this is done,the boys will blossom and develop their potential.