Winning back our boys (Pt 2)- Raising achievement, closing gaps

Ruel ReidThe absence of male role models has been proposed as a factor impacting boys' underachievement. In Jamaica, this problem is depicted by the high incidence of female-headed households and the high percentage of females who dominate the teaching profession. This was referred to by Miller (1986) as the feminisation of the teaching profession. Miller argued that this was a deliberate policy of our colonial masters to clip the wings of black men, preventing them from soaring into the realms of power, where they could pose a challenge to white rule. According to West (2002), the problem of an imbalance of male and female teachers, gives the impression to disadvantaged boys that "only women teach" and only "women read".West's research, which was conducted in Australia, supported the view that boys value male teachers as role models to help them get through the challenges experienced in the classroom. It is also generally assumed that boys' needs are different within school and the broader society, and are different from those of girls (Jha, J. & Kelleher, F. (2006). 'Boys' Underachievement in Education: An Exploration in Selected Commonwealth Countries'. D. Jules (2010, 'Male Underperformance in Grenada') challenged this proposition by stating that it is the absence of appropriate or 'right' role models that is the issue, and not necessarily the absence of male role models. He added that female teachers have succeeded in changing the situation with appropriate support and preparation.Teacher ExpectationsSome theorists argue that gender stereotyping by teachers has contributed to boys' underachievement. This is compounded by low levels of expectations of boys' behaviour and academic performance. According to M. Figueroa (2000), there is a growing ambivalence within the educational system that allows the misbehaviour of boys to continue, partly as a reluctance to curb the tendencies of traditional masculinity that would endanger that identity. Davis (2002) concurs by arguing that boys are treated differently than girls as early as preschool, and that throughout primary school, they receive lower ratings by teachers for social behaviour and academic expectations.Some theorists also argue that the identity of the underachiever has become synonymous with the stereotypical identity of boys (Jones & Myhill, 2004). It is interesting to note that such expectations are not based on the belief that boys are innately incapable of effective academic performance, but rather, the tendency to misbehave as result of boredom despite being quite bright.There is a general view that girls are inherently different from boys. However, there is no genuine neuroscientific justification to support this view. These extremely entrenched gender stereotypes act as incentives and disincentives to boys and girls, and have an impact on their expectations, choices, actions and results.StreamingThe practice of streaming and exclusion of some students from activities also acts as a barrier to effective performance. As the boys fall behind, they become overrepresented in the lower streams. This has had a negative effect on attitudes to and interest in schoolwork, and has contributed to a general decline in male participation in formal schooling from the secondary to the tertiary levels of the education system, and, concomitantly, a relative increase in participation in the informal economy.The stratified nature of the Jamaican educational system contributes, to some extent, to the high dropout rates at the upper secondary level. The secondary departments in all-age and primary and junior high schools, which account for nearly 16 per cent of secondary-school enrolment, do not currently go beyond grade nine.After this point, there is a sharp fall in enrolment, which is partly caused by the lack of places at the upper secondary level. This situation is particularly problematic for rural schools, as poorer students are unable to bear the costs associated with continuing education in a school located far from home. It is, however, not clear why this structural feature affects boys more negatively than girls.Socio-Economic StatusResearch has shown that poverty plays a pivotal role in the underachievement of both males and females in the Caribbean and Latin American countries (UNICEF, 2004). However, although both sexes are adversely affected by these circumstances, research has shown that girls are better able to cope under these conditions. This is supported by Brown (2001), where it is suggested that boys are affected differently by economic and class issues within the society, such as the tendency towards the engagement in crime and violence. According to Figueroa (2000), the minority of boys who do very well in school in Jamaica start their education within the privilege of the private preparatory school.Summary Conclusions1. Boys are underachieving in education not only when compared with their female counterparts, but also against objective standards of performance for their peer group.2. Gender achievement differences are evident from the earliest years of school life.3. Boys' early socialisation and society's expectations about male behaviour have retarded their academic performance.4. There are lower attendance levels for male than female students, especially in primary and junior high schools, as well as secondary and technical high schools.5. Boys in preparatory schools generally achieve at higher levels of performance than their counterparts in government-owned institutions.6. A negative school and home environment are key contributory factors to male underachievement.Closing the GapsWhen male students endure academic underachievement, a major consequence is that they become at risk and are more prone to suffer from a variety of negative factors such as illiteracy, dropping out of school, crime, substance abuse, drug trafficking, unemployment, poverty and suicide. At-risk students need help, and specific strategies should be designed to empower them (Superville, Linda K. (1999), 'Extracts from Male Academic Underachievement: A Case Study'). Boys' underachievement is a result of a "complex interplay of forces" both at home and school (USAID, 2005). Case studies conducted in countries all over the world, inclusive of Jamaica, reveal that schools can make a difference.(a) Pedagogic ApproachesIn order to optimally capitalise on the limited amount of instructional time available to closing boys' performance gaps, we must first create a learning environment in which boys are and can be fully engaged in productive work. There is an array of pedagogic or classroom-based approaches centred on teaching and learning which can be adopted.Although there has been much discussion about whether boys have different learning styles from girls because of sex differences in maturation, research has shown that influencing factors from children's social environments have a more profound impact on their life outcomes than do biological and cognitive differences (USAID, 2005). There is an urgent need to develop and strengthen pre-service and in-service training curricula to address child-centred learning environments, the teaching of reading in the integrated curriculum at the primary level, and gender sensitisation.(b) Professional DevelopmentIn order to bring about dramatic changes in boys' performance, there must be significant changes in how teachers perceive their role in teaching. Professional-development programmes must be sustained, focused, data-driven, personalised, designed to create a learning community, and drive systemwide change. Additionally, teachers must be provided with ample opportunities to practise and receive feedback supported by continued coaching to facilitate sustained application of the innovation (Deshler, Donald D. 'A Closer Look: Closing the Performance Gap').Teachers need support so that they can identify and implement strategies to meet students' needs, which can enrich and enliven their learning experience. Research should be conducted on schools such as the St Peter Claver Primary School, which are currently pursuing these programmes in order to document, publicise and share best practices which can be adapted to suit different situations. Current initiatives such as the establishment of child-friendly schools and quality education circles, as well as the licensing of teachers, will go a far way in building the capacity of educators in this regard.One of the greatest challenges facing persons who work with underachieving boys is finding ways to make learning relevant to their lives and sufficiently engaging so that they will choose to invest themselves in the learning process. These boys need ample opportunities to practise in applying newly learned skills and strategies. To accomplish this, they need to access a rich array of reading materials that are engaging. Too often, students become frustrated when they are forced to read materials that are well beyond their skill level or are of little or no interest to them.Instructional materials should be:(i) Below boys' frustration level.(ii) Responsive to a wide range of student abilities.(iii) Cover a broad array of engaging topics.(iv) Relevant to students' background, i.e., socio-economic status, culture, among others.These elements are vital to hook the students on learning. Any programme which does not foster student interest and engagement is likely to lack effectiveness (Younger, et al (2005). 'Mind the Gap: Tackling Boys' Underachievement').(c) Individual ApproachesIndividual attention to each underachiever's learning needs has the potential to raise aspirations and increase engagement particularly for those students who have become disenchanted with learning. Research has shown that as a result of such attention, many boys have developed a sense of self-belief and come to realise that they can reconcile academic work with the macho self-image they wish to promote in order to be accepted by their peers (Younger, et al, 2005).A national mentorship programme for students could assist in providing the necessary support that individual underachievers need. There could also be a special thrust to recruit male and female mentors with gender-sensitivity training. This could lead to positive impact on boys', as well as girls', self-esteem, performance and motivation. A word of caution is that mentorship programmes can fail, especially if the mentors do not devote the necessary time to make the relationship work. Certain pre-conditions must be met to ensure that target setting and mentoring raise achievement. These include:(i) Mentors should be credible, collaborative and supportive on the one hand, offering strategies, advice and encouragement, and demanding and assertive on the other.(ii) Mentoring should be developed within a culture that accepts that the mentors will mediate and negotiate with the teachers on behalf of students.(iii) Specific criteria are established for the selection of mentors.This article was published in the Sunday Gleaner on May 1, 2011. See the third and final part next Sunday in the Sunday Gleaner. Ruel Reid is a ministerial adviser and principal of Jamaica College.