The International Observatory on Academic Achievement - Documentary search

File number :
CS-ISC-32e

Bibliographic reference :
Jha, J., & Kelleher, F. (2006). Boys’ Underachievement in Education. An Exploration in Selected Commonwealth Countries. Commonwealth Secretariat et Commonwealth of Learning.

Abstract :

Conducted by the Commonwealth Secretariat and Commonwealth of Learning, the goal of this analysis was to take a more in-depth look at the issue of boys’ academic underachievement. The report is two-fold: (1) a literature review; and (2) case studies presenting measures implemented in four Commonwealth countries (Australia, Jamaica, Lesotho and Samoa). These countries exhibited a significant heterogeneity in terms of social and educational contexts.

A large body of research dealing with this topic has focused primarily on boys’ participation and performance, often enough by comparing them to those of girls yet maintaining a focus on the male identity. Along the same line, it is believed that school systems suit girls better, to the detriment of boys. According to the authors of the report, it is essential to transcend the academic setting and consider the influence of a much larger context (e.g., social class inequalities, ethnicity and language, economic standing associated with gender). Therefore, this is where the relevance of observing the problem from different country-specific social perspectives fits in. The challenge should not be limited to modifying the educational system, but should also encompass social norms associated with stereotyped gender identities.

The Case of Australia
Discrepancies in academic achievement between boys and girls at the elementary level were practically non-existent and hardly increased at the secondary level. And yet, there was a link between poor academic achievement and underprivileged socio-economic background.

The authors focused their analysis on an elementary school located in a multiethnic, underprivileged area recognized for the lack of a gap in academic achievement between boys and girls. Administration and teaching staff worked together to enhance the engagement of all students. They made a particular effort to gain a better understanding of students’ cultural, language and economic background, they opted for teaching methods based on cooperation and engagement, and so on. Although these interventions did not explicitly help in countering such gender stereotypes, a great deal of these interventions helped to break down the stereotypes.

The Case of Jamaica
A high rate of school dropout and failure was observed among boys. Among other problems, they exhibited great difficulty in reading, which influenced their results in the other academic subjects. In addition, this country was facing one of the highest homicide rate in the world, committed mainly by young men. To deal with this violence problem, the education system must redefine its role in order to foster the harmonious social and emotional development of youths.

As one of the measures implemented in 32 schools, Change From Within (CFW) requires a partnership among schools, communities and organizations, as well as close cooperation among educational players. Its goal is to help youths to reconstruct their self-esteem and take more pride in themselves.

In one of the schools within the frame of the CFW programme, the implementation of a set of strong rules coupled with measures encouraging students to participate (e.g., sharing, cooperation, mutual learning) helped change boys’ behaviour and attitudes.

The Case of Lesotho
Located in South Africa, this country is one of the very few developing countries to exhibit gender disparities in favour of girls, although social inequalities associated with gender are quite prevalent. At the secondary level, the participation rate of girls and boys both dropped, as a result of the isolation of educational institutions, but boys dropped out in much greater numbers in the process.

To try and counter this situation, the Lesotho Distance Teaching Centre (LDTC) was created. This centre offers distance literacy or numeracy teaching at several grade levels. This initiative helped to improve the literacy skills of boys who had dropped out of school or had never even attended school. To be effective, this type of programme requires a range of technological tools among other requirements, and must allow face-to-face interaction.

The Case of Samoa
In Samoa, an independent state of Polynesia, boys’ academic failure is a major challenge. Girls’ and boys’ participation is similar in elementary school, but changes in high school, leaving boys behind. Boys’ under-participation added further to their underachievement.

Since boys assume the role of protectors and purveyors for their families, working is essential. To adapt instruction to this situation, the Don Bosco Technical Centre was established. The centre, a single-sex vocational institution for dropout boys, offers training in woodwork, metalwork, plumbing and mechanical engineering areas, and more. This training provided interesting results and has helped identify three major elements: (1) the need to reform the established pedagogical model; (2) the need to “vocationalize” high school education in order to give learning more concrete meaning; and (3) in spite of the fact that girls’ absence appears to have helped boys succeed, it is unclear whether their presence was a deterrent to boys in the other schools.

Conclusion
In spite of the marked differences in context among the countries studied, observations showed that the school can make a difference, especially if it values cooperation and respect and questions gender stereotypes. In such a case, the school not only helps boys, but also girls, while increasing the quality of teaching in general. One realizes that the solution to this issue does not necessarily lie in creating single-sex classes or hiring male teachers.

Links :
http://www.thecommonwealth.org/

Key Words :
Gender Disparities, Gender Stereotypes, Gender, Socialization, Social Inequalities, School Engagement, Performance, Ethnicity, Language, Cooperation, Primary, Elementary, High/Secondary School, Newsletter6

Monitored Countries :
Australia, Jamaica, Lesotho and Samoa