In public high schools across the country, a significant disparity has emerged between the academic performance of girls and boys.
Despite attending the same classes and having access to the same educational resources, girls consistently outshine their male counterparts, graduating at higher rates.
This gender gap in achievement is often as wide as the well-documented disparity between students from affluent and low-income families.
However, the underlying reasons behind this phenomenon remain somewhat elusive. Insights gleaned from interviews with students, educators, and researchers shed light on several contributing factors.
While it is true that men can often secure comparable wages to women with less education, boys are also more prone to disciplinary issues that can derail their progress.
Additionally, boys are less likely to seek assistance when facing mental health challenges, further hindering their academic success.
The issue of high school dropout rates among young men has been a cause for concern in recent years. While it may be tempting to believe that some boys are able to find immediate success after leaving school, securing jobs that offer steady incomes, the reality is that the long-term consequences of lacking a high school degree can significantly hinder their progress.
Extensive research has consistently shown that young men who drop out of high school not only earn significantly less over the course of their lifetimes but also face a higher likelihood of becoming involved in criminal activities that may lead to incarceration.
These findings emphasize the importance of addressing the root causes behind high school dropout rates, as they have far-reaching implications for the future prospects and well-being of these individuals.
Bryant West’s decision to drop out of high school in Pascagoula, Mississippi, in 2020, when he was halfway through, was driven by a conviction that his time could be better utilized elsewhere.
Rather than engaging in the study of algebra and other subjects that he couldn’t fathom ever needing in his future, he believed that his efforts would be more beneficial if directed towards working at Popeye’s and participating in landscaping crews.
By doing so, he aimed to support his mother in meeting their financial obligations. Reflecting on his departure from formal education, West expressed a sense of disillusionment, perceiving his time in high school as purposeless.
However, he devised an alternative plan to obtain his General Education Development (GED) diploma, which he eventually accomplished three years later, in September.
West viewed this as an alternative pathway to achieving his educational goals, remarking, “It was just another way that I wanted to do it.”
According to Beth Jarosz, a program director at the research organization PRB, there are instances where boys, such as West, may not feel the same sense of urgency to graduate as girls do.
This discrepancy arises from the fact that boys have historically not required a high school degree to meet their basic needs, such as covering rent and groceries.
This observation sheds light on the differing motivations and priorities that can influence educational attainment among genders.
While girls may feel compelled to complete their education in order to secure financial stability, boys may not face the same immediate pressures.
However, it is important to note that this does not imply that boys are any less motivated or capable of academic success, but rather highlights the complex intersection of societal expectations, economic factors, and individual circumstances that can shape educational trajectories.
The issue of gender inequality in education has been an ongoing concern in the United States, with studies showing that female students generally fare better academically than their male counterparts.
According to a recent report, in every state where high school graduation rates are reported by gender, the data consistently shows that female students graduate at higher rates.
This is a significant concern, as it suggests that male students are falling behind in terms of educational attainment, which could have long-term implications for their future prospects and earning potential.
One of the most striking findings of the report is that a man without a high school diploma often earns as much as a woman who has completed a year or two of college.
This is a troubling statistic, as it suggests that even when women do manage to overcome the gender gap in education, they still face significant barriers in the workforce.
Furthermore, the report highlights the fact that the U.S. government does not require states to report graduation data by gender, which makes it difficult to track and address the issue of gender inequality in education.
The report estimates that in 2018, over 45,000 fewer boys than girls graduated from high school. This is a significant gap, and one that has persisted over time.
In 2018, for example, 88% of girls graduated on time compared with just 82% of boys. While the gap has narrowed slightly in recent years, with a 6 percentage point difference in 2021, it is clear that more needs to be done to address the issue of gender inequality in education.
In conclusion, the issue of gender inequality in education is a complex and multifaceted problem that requires a concerted effort from educators, policymakers, and society as a whole.
While progress has been made in recent years, with more girls graduating from high school than ever before, the persistent gap between male and female students is a cause for concern.
By addressing the root causes of this gap and implementing targeted interventions to support male students, we can ensure that all students have the opportunity to succeed and reach their full potential.
The gender gap in education has been a persistent issue that has gone largely unaddressed by schools. However, some schools have found effective strategies to tackle this challenge.
One such example is the city of Yonkers in New York, which successfully raised graduation rates for boys of color through targeted supports such as mentoring.
The former Superintendent Edwin Quezada noted that addressing the racial gap in graduation rates was critical to understanding the overall gender gap, which stood at 7 percentage points in 2022.
Quezada also highlighted the fact that boys are referred to special education at higher rates than girls in early grades and are suspended at higher rates throughout school, which can significantly derail their plans for an on-time graduation.
He questioned why we should expect different outcomes when the decks are stacked differently for young men and women. In Buffalo, Benjamin Nichols’ personal experience highlights the challenges faced by students who struggle with academic and personal issues.
Despite turning his life around in high school, he faced further obstacles when the accelerated-credit night program he enrolled in was shut down.
These are just a few examples of the complex issues that contribute to the gender gap in education, and it is crucial that schools continue to develop effective strategies to address them.
In a recent interview, Nichols opened up about his struggles with anger and frustration during his high school years.
He admitted that he often lashed out at teachers and authority figures because he was struggling internally and didn’t know how to express his emotions.
Unfortunately, instead of receiving support and guidance, Nichols was repeatedly punished and reprimanded, which only made his behavior worse.
It wasn’t until over a decade later that Nichols finally earned his GED, followed by a two-year degree in electrical construction and maintenance.
Looking back, he believes that the key to helping him succeed in school would have been for someone to simply ask him if he was OK. Sadly, this kind of support was lacking during his time in high school.
The situation in Buffalo schools is not unique. Across the country, there is a significant gender gap when it comes to academic achievement, with girls consistently outperforming boys.
According to education advocacy group Say Yes Buffalo, this is due in part to the fact that girls are more likely to plan ahead, set academic goals, and put forth effort in achieving those goals.
Additionally, girls tend to receive fewer school suspensions, indicating that they are generally more likely to follow rules and receive more close instruction from teachers.
To address this issue, Buffalo schools have implemented initiatives from the “My Brother’s Keeper” program, which was started by former President Barack Obama to help boys succeed in school.
The district has also partnered with Say Yes Buffalo to provide mentoring to male students and recruit more male teachers.
While these efforts have had some success, there is still a significant gender gap in graduation rates. In 2022, the district posted a 10-point gap between male and female graduation rates, and an 11-point gap in 2021.
Overall, Nichols’ story serves as a reminder of the importance of supporting students who are struggling, rather than simply punishing them.
By taking the time to ask if a student is OK and offering support and guidance, educators can help students like Nichols overcome their challenges and achieve their full potential.
Additionally, by addressing the gender gap in academic achievement, schools can ensure that all students have the opportunity to succeed and thrive.
The issue of gender gaps in graduation rates, particularly when considering race, is a complex and challenging one.
Unfortunately, only a limited number of states provide data on graduation rates broken down by both gender and race, which makes it difficult to fully comprehend the extent to which race plays a role in these disparities.
However, recent analysis conducted by Reeves revealed that the gender gaps observed in the five largest states that do report this data were significantly larger between Black girls and boys compared to white girls and boys or Asian girls and boys.
This finding suggests that race may indeed be a significant factor contributing to the gender gap in graduation rates.
While it is widely acknowledged that structural racism is a key factor in the lower graduation rates among Black, Hispanic, Latino, and American Indian youth, the same cannot be said for the disparity between boys and girls.
This highlights the need for further research and exploration to better understand the underlying causes of this particular gender gap.