By Paul Connolly
This booklet attracts upon unique examine to ascertain the categorical matters affecting boys and schooling within the first 3 years of education, and makes use of this study as a foundation from which to discover the consequences for academics and early years employees.
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However, the consequences of such arguments are dangerous. If boys and girls are naturally different then there is nothing that we can, or should, do to address these differences. Rather, the only option available is to respect and work with the different behaviours and preferences that exist between boys and girls. Thus, in relation to education, if boys are achieving less well than girls then we need to change the way they are taught and the content of what they are expected to learn to appeal to their innate masculine tendencies.
First, the actual size of the cognitive differences between boys and girls as a whole is small (Hyde, 1981). Thus while the average scores of girls may be slightly higher than boys their overall distributions will overlap substantially. Second, we need to be reminded of the significant effects of social class and ethnicity on the differential achievements of boys and girls as highlighted earlier in the previous chapter. Both points taken together mean that it is impossible to predict with any degree of certainty what the learning style and preferences will be for a particular boy or girl simply based upon their gender.
Pakistani girls were all significantly underachieving compared with the national average. Thus the rhetoric of boys’ underachievement has tended to focus contemporary discussions of educational inequalities onto gender at the expense of a consideration of inequalities related to social class and ethnicity. , 2000; Gillborn and Mirza, 2000). 3. As can be seen the findings in the table have been derived from the most recent cohort of the Youth Cohort Study of England and Wales. It comprises a sample of 16,707 young people selected randomly from across England and Wales who left school in 2001 and who were first surveyed early in 2002.
Boys and Schooling in the Early Years by Paul Connolly