A contributor for the New York Times has argued that the narrative surrounding boys lagging academically is overstated. The writer, Jessica Gross, points out that recent years have seen boys underperforming compared to girls globally. She suggests that this disparity has become a topic of discussion, emphasizing that boys need to recognize their educational disadvantages while girls may not face the same issues.
In her article, Gross references conservative commentators, like Jordan Peterson, who attribute boys’ struggles in school to a predominance of female teachers, labeling them as “infantile.” This conversation is something she has reflected upon during her career.
Gross contends that she has always believed in the premise that the absence of male role models negatively impacts boys’ education. However, her investigation into the experiences of educators and students led her to rethink this notion.
She notes that there’s limited evidence to support the idea that boys perform better with male teachers and highlights that even in historical contexts, girls have often outperformed boys academically. The so-called “crisis” in boys’ academic performance does not appear to be a recent development; instead, it may simply reflect that girls are gaining more prevalent rewards, like equal pay for their academic victories.
Grose comments that the teaching profession has had a female majority for over a century, while male leaders still dominate administrative roles in middle and high schools. Notably, only about a quarter of public school supervisors are women.
On the topic of academic performance related to teacher gender, she cites a 2021 study showing that female teachers are more effective in enhancing students’ achievements, regardless of gender. This research suggests that, contrary to widespread belief, boys do not necessarily perform better with male teachers.
Additionally, Gross references Judith Warner’s essay that challenges the notion of a “boy crisis,” calling it a myth. She argues that these myths endure because there is a persistent market for anti-feminist views and that women in leadership roles often become scapegoats.
In her closing thoughts, Gross expresses concern that blaming female educators for boys’ academic challenges could also obscure the reality of the harassment that girls and women face in educational settings. She underscores the importance of addressing the underlying issues rather than attributing blame based on assumptions. It’s a complex situation that warrants careful examination.
