Boys Don't Try?

Synopsis

• Wide-ranging, detailed content and relies on sound educational research
• Up to date, relevant, modern approach which will replace older, discredited research
• Written by two teachers with experience in teaching boys, both of whom run successful education/teaching blogs
• Appealing to a wide readership: secondary school teachers, leaders, pastoral positions; education students; trainee teachers

About the Publisher

Routledge

Routledge is the world's leading academic publisher in the Humanities and Social Sciences. We publish thousands of books and journals each year, serving scholars, instructors, and professional communities worldwide. Our current publishing programme encompasses groundbreaking textbooks and premier, peer-reviewed research in the Social Sciences, Humanities, and Built Environment. We have partnered with many of the most influential societies and academic bodies to publish their journals and book series. Readers can access tens of thousands of print and e-books from our extensive catalogue of titles. Routledge is a member of Taylor & Francis Group, an informa business.

Summary

Chapter 1: Introduction
The first chapter of the book, Boys Don't Try?, introduces the reader to the concept of boys' underachievement in education. The author, Dr. Mark Roberts, highlights the growing concern about the low academic performance of boys in comparison to girls. He also mentions the societal expectations and stereotypes associated with masculinity that may discourage boys from trying in school. To support his argument, Dr. Roberts cites statistics and research studies, including the PISA (Programme for International Student Assessment) results, to show that boys are falling behind girls in academics.

Real Example: A study conducted in the United States in 2018 showed that girls outperformed boys in both reading and writing tests in all grades from 3rd to 12th. This persistent gender gap in academic achievement has been the subject of concern and debate among educators, parents, and policymakers.

Chapter 2: The Myth of Masculinity
In this chapter, the author delves into the societal expectations and stereotypes associated with masculinity that may contribute to boys' underachievement in education. Dr. Roberts argues that boys are often taught from a young age to value traits such as strength, competitiveness, and aggression, while qualities like sensitivity, empathy, and academic success are often seen as feminine and therefore unimportant for boys to possess. He also discusses how these societal expectations can manifest in harmful behaviors, such as bullying and aggression, which can hinder boys' academic performance.

Real Example: A survey conducted by the organization Promundo in 2016 found that over 70% of boys in the United States believe that a "real man" should be tough and strong, and over 50% believed that men should suppress their emotions. These expectations of masculinity can have a significant impact on boys' attitudes towards school and learning.

Chapter 3: The Boy Code
In this chapter, the author explores the concept of the "boy code," which refers to the unwritten rules and expectations that boys feel they must adhere to in order to fit in with their male peers. Dr. Roberts argues that the boy code often reinforces harmful stereotypes and behaviors, such as indifference towards academics and prioritizing popularity and toughness over learning. He also discusses how the boy code may be perpetuated through media and social influences, making it difficult for boys to break out of these narrow expectations.

Real Example: A study published in 2016 found that boys who tried to go against the boy code by showing a genuine interest in academics were often teased, bullied, or ostracized by their male peers for being "too smart" or "nerdy." This pressure to conform to the boy code can have a detrimental effect on boys' behavior and academic performance.

Chapter 4: The Importance of Role Models
In this chapter, the author emphasizes the importance of positive male role models in boys' lives and their impact on their academic success. Dr. Roberts argues that boys need to see and have access to male figures who challenge traditional stereotypes and actively promote education and intellectual pursuits. He also discusses how the lack of positive role models can contribute to boys' disengagement from learning.

Real Example: A case study conducted by the UK's National Literacy Trust showed that boys who had positive male role models, such as fathers, teachers, or mentors, were more likely to be interested in reading and achieving academically compared to boys who did not have such role models. This highlights the role that male figures can play in shaping boys' attitudes towards education.

Chapter 5: Addressing the Issue in Schools
In the final chapter, the author offers solutions and recommendations for addressing and overcoming boys' underachievement in education. Dr. Roberts stresses the need for schools to create a learning environment that is inclusive, understanding, and promotes a positive attitude towards learning for boys. He also suggests strategies such as providing diverse role models and creating more opportunities for boys to express their emotions and interests.

Real Example: Several schools in the UK have implemented initiatives and programs focused on boys' education, such as mentorship programs, single-sex classes for certain subjects, and creating a more inclusive curriculum. These approaches have shown promising results in engaging boys and improving their academic performance.

In conclusion, Boys Don't Try? sheds light on the complex and multifaceted issue of boys' underachievement in education. Through various real examples and research, the author highlights the societal, cultural, and educational factors that contribute to this issue and offers practical solutions for addressing it. This book is a valuable resource for educators, parents, and policymakers looking to understand and tackle the issue of boys' academic attainment.