Relevant bibliographies by topics / Boys’ education

Academic literature on the topic 'Boys’ education'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Boys’ education"

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Fromme, Rebecca E., and Catherine Emihovich. "Boys will be Boys." Education and Urban Society 30, no. 2 (February 1998): 172–88. http://dx.doi.org/10.1177/0013124598030002003.

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Crott, Angela J. M., and Fabian Schurgers. "Boys Need Boy Education." Boyhood Studies 8, no. 2 (September 1, 2015): 108–11. http://dx.doi.org/10.3167/bhs.2015.080209.

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Christina Hoff Sommers. 2013. The War Against Boys: How Misguided Policies Are Harming Our Young Men. New and revised ed. New York: Simon & Schuster. 288 pp. ISBN: 9781451644180 (hb), 9781501125423 (pb, published 2015) 9781439126585 (e-bk)
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Wood, Alan. "Sex education for boys." Health Education 98, no. 3 (June 1998): 95–99. http://dx.doi.org/10.1108/09654289810208576.

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Budde, Jürgen, and Thomas Viola Rieske. "Boys, Masculinity, and Education." Boyhood Studies 16, no. 2 (December 1, 2023): 1–6. http://dx.doi.org/10.3167/bhs.2023.160201.

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During the 1990s and 2000s, many countries witnessed new discourses on boys and education both within research and the wider popular discourse. This took place in the context of a feminist critique of patriarchal relations, a global monitoring of education, and an increased interest in the negative consequences of traditional masculinity, not only for women, queer people, or the nature and global ressources, but also for boys and men themselves. Mainly, the discussions centred on three key topics. First, boys’ encountering, incorporating, and/or resisting cultural ideas of masculinity were being looked at with a strong focus on gender hierarchies and gender norms (Connell 2000; Kimmel 2008; Plummer 1999; Salisbury and Jackson 1996). Second, boys’ situations in educational institutions were discussed controversially with regard to disadvantages and/or privileges of boys in education (Epstein et al. 1998; Kenway et al. 1997; Martino et al. 2009). Third, the situations of particular groups of boys were explored, acknowledging the diversity of boys and the intersectionality of masculinity and gender with other social categories and hierarchies (Martino and Pallotta-Chiarolli 2003; Nayak 2003).
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Pickering, Jon, and Caroline Lodge. "Boys’ underachievement – challenging some assumptions about boys." Improving Schools 1, no. 1 (March 1998): 54–60. http://dx.doi.org/10.1177/136548029803010120.

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Scambor, Elli, and Victor Seidler. "Boys in Education in Europe." Boyhood Studies 7, no. 1 (March 1, 2013): 3–20. http://dx.doi.org/10.3149/thy.0701.3.

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The paper discusses the phenomenon of the “boy crisis” in education by following trajectories which seek to describe the situation of boys at school in different countries across Europe in its complexity. The current study of the Role of Men in Gender Equality (Scambor, Wojnicka & Bergmann, eds., 2012) offers an international comparison of the situation of boys and outlines major trends related to gender disparities in education across Europe. An in-depth analysis of male early school leavers leads to a deeper understanding of boys and men as heterogeneous social groups. Relations between so called “costs” and “privileges” in education show considerable varieties due to differences between boys, with educational careers being strongly influenced by social class, “race,” and ethnicities as well as migration backgrounds.
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Morgan Ward, Michael Rhys. "The politics of policy in boys’ education: getting boys ‘right’." Journal of Education Policy 27, no. 3 (May 2012): 442–43. http://dx.doi.org/10.1080/02680939.2011.642654.

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Henderson, A. Scott. "Boys in Crisis?" Educational Forum 71, no. 2 (June 30, 2007): 186–87. http://dx.doi.org/10.1080/00131720708984931.

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Martin, Andrew J. "Boys and motivation." Australian Educational Researcher 30, no. 3 (December 2003): 43–65. http://dx.doi.org/10.1007/bf03216797.

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White, Bozena. "Are Girls Better Readers than Boys? Which Boys? Which Girls?" Canadian Journal of Education / Revue canadienne de l'éducation 30, no. 2 (January 1, 2007): 554. http://dx.doi.org/10.2307/20466650.

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Dissertations / Theses on the topic "Boys’ education"

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Gerdin, Göran. "Boys and Physical Education - A Study of Boys’ Experiences of Single-Sex and Co-Educational Physical Education." Thesis, Växjö universitet, Institutionen för pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45606.

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The role of schools as agencies in the social construction of gender has been well researched and efforts to design the most appropriate learning environment often lead to discussions of single-sex versus co-educational schooling. Physical education is a subject where content and grouping arrangements can contribute to stereotypical expectations and assumptions about gender appropriate role-play. Typically, when gender is raised as an issue in physical education, attention is often directed towards the problems encountered by the girls and their evident alienation and lack of participation in physical education classrooms. To date, few studies have focused on boys’ experiences and whether their needs are met in the various forms of physical education. The aim of this study was to investigate boys participation in and experiences of physical education in single-sex and co-educational classes in order to examine how this is affected by the two different groupings of genders and whether any discrepancies in participation and experiences could be identified within groups of boys. The results show that in both physical education settings there exists a group of boys who are not enjoying their physical education since it is too closely associated with the dominant definitions of masculinity. These boys clearly express their dissatisfaction with what activities they get to do and how they often turn into being overly aggressive and competitive. It was also identified that this group of boys was somewhat greater in the single-sex compared to the co-educational format. The results of this study therefore demonstrate that there is a great need to start recognising the different needs amongst boys (and girls) and that the image of boys and girls as two homogeneous groups aligned with stereotypical perceptions of activities and behaviours of which they are capable and in which they should be engaging, needs to be challenged
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Roemmele, David. "Peach fuzz: boys, masculinity and education." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114423.

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Recent educational assessment findings demonstrate that educational concerns about boys are relevant and timely. Males are dropping out of school at higher rates, achieving lower grades, and appear to be losing historical advantages in math and science relative to females. These statistics have led to some fervent assertions being made regarding boys, masculinity, and education. Those assertions are tempered by developing a dialogue between social constructionist perspectives of masculinity, so-called biological determinist perspectives, and evolutionary psychology findings. First, a review of the historical generation of the debate about boys' education is conducted in order to understand both the technical terminology that has evolved to discuss boys and masculinity as well as the theoretical pitfalls in the turn to address boys' educational concerns. Next, a critical comparison of current perspectives is taken up in order to move towards developing a Social Constructionist Plus (SC+) theory of masculinity that is primarily social constructionist in emphasis but also accounts for sex difference trends demonstrated by evolutionary psychology research. Then, from this new theoretical perspective, relevant considerations in the debate about boys' education are re-evaluated, including males' educational (under)performance, the desire for more male teachers in schools, and males' violence. There are subtle but important shifts in perspective suggested for future research and theorizing. Lastly, the importance of a SC+ perspective is discussed relative to the future of boys' educational discussions and equality more generally, providing significant avenues for further research and analysis.
Les conclusions d'évaluation scolaire récentes démontrent que les préoccupations pédagogiques regardant les garçons sont pertinents et à propos. Les garçons lâchent l'école à des taux plus élevés, atteignent des notes inférieures, et ils semblent perdre leur avantage historique en science et en math relatif aux femmes, ce qui à créé des affirmations ardentes en ce qui concerne les garçons, la masculinité et la scolarité. Cette dissertation tente de tempérer ces affirmations en développant un dialogue entre la perspective de la masculinité d'après les conceptions sociales, la perspective déterministe biologique et les conclusions de la psychologie évolutionniste. La dissertation commence en examinant la genèse historique du débat concernant l'éducation des garçons en vue de comprendre la terminologie technique qui s'est manifestée pour discuter des garçons et la masculinité et les pièges théoriques qui se présentent en adressant les préoccupations scolaires des garçons. Ensuite, une comparaison critique des perspectives courantes est entamée dans le but de progresser envers le développement d'un model de Conception Social plus (SC+) de la masculinité qui est principalement un model de conception social mais qui prend en compte les tendances des différences de sexe tel que démontré par la recherche en psychologie évolutionniste. De cette nouvelle perspective théorique, les considérations pertinentes dans le débat sur l'éducation des garçons sont réévaluées, y compris la (sous)performance des garçons, le désir de voir davantage d'enseignants masculins dans les écoles et la violence des hommes, incluant des changements subtils mais importants dans la perspective suggérée pour de futures recherches et analyses.
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Toussaint, Julian. "Time for the boys? : gender equity policy, masculinities and the education of boys." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16012/1/Julian_Toussaint_Thesis.pdf.

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Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
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Toussaint, Julian. "Time for the boys? Gender equity policy, masculinities and the education of boys." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16012/.

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Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
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Nightingale, Fay. "What about the boys? : dominant masculinity and government policy effect on boy's education /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09arn6881.pdf.

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Gerdin, Göran. "Boys will be boys? Gendered bodies, spaces and dis/pleasures in Physical Education." Doctoral thesis, University of Auckland, New Zealand, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45615.

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In this thesis I argue that in order to change the social influence of dominant discourses of gender in PE, which have previously been subject to sustained critique, there is a need to examine the discourses that constitute pleasure within PE. Such an examination is justified due to the broad social significance of pleasure but specific absence of empirical investigations within PE. My prime research questions, accordingly, asked: (i) How do boys’ performances of gender in PE articulate with dis/pleasures? (ii) How are spaces and bodies implicated in these performances? These questions were answered via ethnographic data, generated through a participatory visual research approach (Pink, 2007), involving observations, video recordings, focus groups and individuals interviews, with 60 Year 10 (ages 14-15) boys participating in PE at a single-sex boys’ secondary school in Auckland, New Zealand. In order to interpret the visual and verbal data I utilised the works of Michel Foucault and Judith Butler to explore how pleasures work as the productive effect of power (Foucault, 1985). The findings suggest that pleasures are produced in PE when boys perform gender in a way that typically conforms to discourses related to fitness, health, sport and masculinity. Beginning with a spatial analysis, I highlight how the boys derive pleasures from the power articulated in and through the performative spaces (Gregson & Rose, 2000) of PE. This exploration is extended further to a study of the discourses of PE that have co-produced these pleasures. Finally, the thesis demonstrates the materialisation (Butler, 1993) of pleasurable bodies within the discursive practices of boy’s PE. This thesis illustrates how boys’ performances of gender in PE can, correspondingly, be understood as a co-construction of pleasures, spaces and bodies, where each depends on the other so, that they are constituted reciprocally. I argue that this reciprocal constitution can be problematic as the gendered pleasures can ‘lock’ PE into ‘traditional’ forms that legitimate and produce inequitable sets of gendered power relations. That is, the discourses and relations of power in boys’ PE that produce certain pleasures can, at times, also induce dis/pleasures (e.g. as associated with exclusion, humiliation, bullying and homophobia). In sum, this thesis draws attention to pleasures as an educational, productive practice in boys’ PE while at the same time offering a critique of such pleasurable moments within this context. PE teachers need to be aware that they are not only enabling students’ experiences of pleasures, but they are also influential in (re)producing gendered understandings about the dis/pleasures of learning in, through and about movement in PE.
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Field, M. "Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19295.pdf.

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Ryan, Elizabeth M. "Boys in education: An action research project." Thesis, Australian Catholic University, 1996. https://acuresearchbank.acu.edu.au/download/2a67488cb90148ead923fb24fa5c908a9c01224d798bfa934f6a5512569473ba/15030540/Ryan_1996_Boys_in_Education_an_Action_Research.pdf.

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Gender roles, and the construction of gender, are under scrutiny in our society. Many questions are being asked about the roles of men in light of the successful emergence of feminism (Connell, 1989). There is a "crisis of masculinity" (Salisbury & Jackson, 1996) which has resulted in a bombardment of literature surrounding the issue and this, in turn, has filtered through to schools responsible for the education of boys. The purpose of this particular study is to contribute both to the theory and the practice of boy's education. It endeavours to identify the issues surrounding boy's education and to support the involvement of a small group of teachers in a school based curriculum development to bring about improvement in the area. The site of the study was a Catholic, boy's boarding school which is unique for its isolation and for its high percentage of Aboriginal students and those from Papua New Guinea. The research focused on the work of four teachers who were responsible for one Year 8 class . These teachers, together with the researcher, formed a community of learners in the context of this study. The purpose of this study was to contribute to both the theory and the practice of boys' education and its aims were to identify the issues surrounding boys' education and to support the teachers engaged in school based curriculum development in the area of boys' education. At the outset of the study, two major questions were asked; - What are the key issues surrounding boys' education? - Would a curriculum intervention program support the personal development of adolescent boys? The method of research considered most appropriate to the aims of this study was a qualitative model called action research. Action research is a form of self reflective enquiry that supports the involvement of not only teachers, but also the researcher in the improvement of practice (Kemmis & McTaggert, p.5). Moments of observing, reflecting, planning and acting within five action research cycles led the researcher and the participants to make three major conclusions: - that a whole school approach is the most effective way to communicate messages affecting behaviour and attitudes of boys - that an intervention, curriculum program has a beneficial but limited effect on the process of communicating concepts affecting adolescent boys - that the participants involved in this action research project grew in awareness of the issues surrounding boy's education and in their own personal development.
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Leppälä, Marko. "Boys will be boys : några exempel på hur kön konstrueras i en skola." Thesis, Linköping University, Department of Thematic Studies, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1208.

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Denna studie med titeln ”Boys will be boys - några exempel på hur kön konstrueras i en skola” är en kvalitativt inriktad studie där intervjuer och observationer har legat till grund för resultatet. Analysarbetet har skett utifrån olika teorier om hur kön konstrueras och befästs i samhället. Syftet med undersökningen var att se hur några lärare ser på kön och vilka konsekvenser detta får för verksamheten i skolan. Lärarna tyckte sig se skillnader mellan könen och dessa förklarades bero på både sociala faktorer och biologiska skillnader. Det visade sig också att lärarnas medvetenhet att uppmärksamma flickor lika mycket som pojkar inte alltid fungerade i praktiken.


This study ”Boys will be boys – a few examples of construction of gender in a school”, is a qualitatively focused study where the result has been based upon interviews and observations. In the study of analysis different theories of how gender is constructed and established in society, have been used. The purpose for my inquiry was to find out how a few teachers regarded gender and what the consequenses were on the work in school. The teachers thought they saw differences between the sexes and these were explained to be due to both social factors and biological differences. It also turned out that the teachers awareness of noticeing girls as much as boys did not always work in reality.

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Hui, Nga-man Jasmine. "Sex education programme in a catholic boys' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37261071.

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Books on the topic "Boys’ education"

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Walsh, Brian R. Boys should be boys. Conway, NH: TMC Books, 2008.

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Carol, Ross, ed. Boys don't cry: Boys and sexism in education. Milton Keynes: Open University Press, 1988.

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Askew, Susan. Boys don't cry: Boys and sexism in education. Milton Keynes: Open University Press, 1988.

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Slack, Sandra. Make room for boys!: Helping boys thrive in preschool. Ypsilanti, Michigan: HighScope Educational Research Foundation, 2015.

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Kenway, Jane. Will boys be boys?: Boys' education in the context of gender reform. Deakin West,ACT: Australian Curriculum Studies Association, 1997.

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1955-, Jeanrond Werner G., and Cahill Lisa Sowle, eds. Religious education of boys and girls. London: SCM Press, 2002.

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Cresswell, John. Boys in school and society. Camberwell, Vic: ACER, 2002.

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Clarke, Suzanne. ERS focus on educating boys. Arlington, VA (1001 North Fairfax St., Suite 400, Alexandria 22314-1587): Educational Research Service, 2007.

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Clarke, Suzanne. ERS focus on educating boys. Arlington, VA (1001 North Fairfax St., Suite 400, Alexandria 22314-1587): Educational Research Service, 2007.

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Mahony, Pat. Schools for the boys?: Co-education reassessed. London: Hutchinson in association with the Explorations in Feminism Collective, 1985.

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Book chapters on the topic "Boys’ education"

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Lingard, Bob, Wayne Martino, and Martin Mills. "Education Policy, Gender and Boys’ Schooling." In Boys and Schooling, 27–55. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230582767_2.

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Lynch, Matthew. "Black Boys in Crisis." In Understanding Key Education Issues, 61–82. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315268811-4.

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Weaver-Hightower, Marcus B. "Boys: Getting it Right: Inventing Boys through Policy." In The Politics of Policy in Boys’ Education, 59–102. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230616516_4.

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Abidi, Shuby. "The Boys Who Fail." In Premchand on Culture and Education, 84. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003242260-22.

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Boyd, Kelly. "Boys’ Lives: Boys’ Education, Work And Leisure, 1855–1940." In Manliness and the Boy's Story Paper in Britain, 13–24. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230597181_2.

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Lahelma, Elina. "Controversies and Challenges in the History of Gender Discourses in Education in Finland." In Finland’s Famous Education System, 257–72. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_16.

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AbstractFinland is famous for high scores in PISA league tables as well as for high scores in gender equality indexes. Sometimes these two championships seem to be competing. Since the first PISA tests, an old concern for boys’ underachievement has received new emphasis and the gender gap in results has detracted from national pride in the excellent overall results, as well as hiding a growing social and ethnic gap. In the 1980s concern about underachieving boys in Finland was matched by efforts towards gender equality in education following global declarations and resolutions of gender equality after the United Nations’ Convention on the Elimination of All Forms of Discrimination against Women in 1979. Supported by the first equality projects, gender research in Finnish education took the first steps in the late 1980s. Since that time, gender researchers in education have collaborated in carrying out gender equality administration and projects. A constant task has been to challenge the simple juxtaposition of girls and boys that is sometimes evident in the concerns about boys’ achievements. In this chapter, I describe and analyse the interlinked histories of gender equality work, feminist studies in education, and the boy discourse, with reflections on changes and sustainability in Finnish education policies. The bodies of data include documents associated with gender equality projects, national PISA reports, reviews of research articles and PhD studies that draw on feminist research in education. I also use my own experience as an actor in the field since the early 1980s.
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Goopy, Jason. "Teenage boys' musical identities." In Teenage Boys, Musical Identities, and Music Education, 178–94. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003438878-16.

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Carr, Jo, and Anne Pauwels. "The gendering of languages education." In Boys and foreign language learning, 20–53. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501652_3.

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Harland, Ken, and Sam McCready. "Critical Reflections on Education and Learning." In Boys, Young Men and Violence, 117–27. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137297358_6.

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Martin, Wayne, and Goli Rezai-Rashti. "Relationships between Boys, Teachers and Education." In Jungenforschung empirisch, 191–204. Wiesbaden: VS Verlag für Sozialwissenschaften, 2009. http://dx.doi.org/10.1007/978-3-531-91759-7_14.

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Conference papers on the topic "Boys’ education"

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Searle, Kristin A., and Yasmin B. Kafai. "Boys' Needlework." In ICER '15: International Computing Education Research Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2787622.2787724.

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Chirlesan, Georgeta. "MAKING TEENAGER BOYS’ READING SUCCESSFUL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2069.

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Harland, Ken, Susan Morgan, Brian Murphy, and Andy Hamilton. "TAKING BOYS SERIOUSLY: A SUSTAINED PARTICIPATORY ACTION RESEARCH INITIATIVE TO TACKLING GAPS IN BOYS’ EDUCATIONAL ATTAINMENT." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2428.

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Kallia, Maria, and Sue Sentance. "Are boys more confident than girls?" In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265773.

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Mather, Nazarana. "BRINGING THE BOYS BACK ON BOARD: AN EXPLORATION OF PRIMARY SCHOOL BOYS’ PERCEPTIONS OF THE WRITING PROCESS." In Paris International Conference on Teaching, Education & Learning, 10-11 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.0708.

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In the past, boys have performed better than girls academically, however, recent research conducted internationally indicates that girls are achieving better results than boys (1). A reason for this improvement could be the role that language plays in all learning areas and, according to scientific research girls outperform boys in language acquisition because the language area of the brain in girls develops before the areas used for spatial relations, whereas the opposite is true for boys (2). The link between all learning is language. To succeed in any learning, learners must have the ability to communicate effectively in the language of learning and teaching. A study conducted in Minnesota confirms this as it was found that students who performed better in language also achieved better results in other learning areas (3). Francis and Skelton (4) state that there is a significant gap which favours girls in language and learning internationally. Epstein, Elwood, Hey and Maw (5) contend that girls’ most marked area of success at school has been in languages. An area in research that remains relatively unchartered is boys’ experiences in the writing classroom, which could contribute to our understanding of the underachieving boys’ phenomenon. This study sought to explore how middle school boys perceive their experiences in the writing classroom, the writing curriculum and their teachers’ teaching approaches. For this exploratory case study, boys from 2 schools participated in this study. They completed an activity-based questionnaire, writing lessons were observed and a sample of their writing with their teachers’ feedback was analysed using document analysis. Lesson recordings were transcribed, and the transcriptions were analysed with the observation schedule using thematic analysis, as were the boys’ responses to the questionnaire. It was found that the participating boys did not view language learning negatively, and whilst some of them struggled in the writing classroom, they did not view writing negatively either. It was concluded that teachers should cater for boys’ different learning needs and styles when planning their lessons. Some ideas for doing this could be providing choice in topics, making their lessons more engaging and exciting for the boys by including competitions and movement, and selecting themes and topics that the boys in their classrooms find interesting and relevant.
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Bujor, Liliana. "Predictors Of Well-Being At Boys And Girls." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.59.

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Mather, Nazarana. "HAVE THE BOYS GONE OVERBOARD? A STUDY TO INVESTIGATE THE ACADEMIC PLIGHT OF PRIMARY SCHOOL BOYS." In EduCon Tokyo –International Conference on Education, 17-18 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.2627.

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Assessments conducted nationally and internationally have suggested that boys are achieving lower results than their female counterparts in all subjects in school. Historically, boys have performed better than girls academically. However, current research internationally into this situation has indicated that girls are outperforming boys in all subjects [see: Philippines (Fontanos and Ukampo, 2019); South Africa (Mather, 2019); Finland (Lahelma, 2021); Kenya (Muyaka & Malena); Pakistan (Ullah & Ullah, 2021); and Spain: (Sainz, Sole & Fabregues, 2021). Sainz, Sole & Fabregues (2021) state that in countries like Spain, boys are more likely to fail in school than girls, and during the last decade boys show a higher disposition to drop out of school earlier than girls. For instance, in 2019, 21.4% of the learners who dropped out were boys and 13% were girls (MEFP, 2020). In South Africa learners in Grades 3, 6 and 9 wrote the Annual National Assessments (ANA) in Home Language and Maths. The results found that girls performed better than boys in both subjects in all provinces and in all participating grades (DBE, 2013; DBE, 2014). This study sought to investigate the academic crisis of boys and foreground the gender gap in academic performance and was carried out as a desk study. Desk research or secondary research is a research method that involves using already existing data by conducting research through web searches, online platforms, industry reports, or even physical books (Gell, 2020). In this study rigorous research has been conducted using online platforms such as Ebscohost and Sabinet to source relevant, credible, and current research related to phenomenon that is being investigated. It was found that a gender gap in academic performance exists both nationally and internationally, and in all grades and subjects. It was concluded that some research has been conducted into this gender gap. However more research about causes of this underperformance and context-specific strategies that can be implemented to help bridge this gap, especially since the Covid19 lockdown, is needed to help bring the boys back on board.
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Vančo, Ildikó, and Viktória Gergelyová. "READING COMPREHENSION SKILLS AMONG GIRLS AND BOYS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0477.

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Kalatskaya, Natalya N. "Primary School Boys And Girls` Attitude Towards Their Health." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.38.

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Borisov, Lyubomir. "INTERDISCIPLINARY TRAINING METHODOLOGY IMPACT ON MOTOR QUALITIES OF SCHOOL BOYS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/121.

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ABSTRACT The interdisciplinary approach encourages students to put into practice the new knowledge and skills they have acquired in the course of their education in different school subjects. It helps them develop abilities to find content and functional connections between processes and phenomena studied in different school disciplines. The present study aimed to establish the effect of the interdisciplinary methodology applied in the subject of Physical Education and Sport on the development of motor skills of boys in the second grade at primary school. The object of the study was the level of improvement of the motor skills of school boys in the second grade. The experimental group included 8 boys from the Primary School “Otez Paisii” in the town of Knezha, Bulgaria, where the new interdisciplinary methodology was implemented. The control group using the traditional education methods included 14 boys from the 120 Primary School “G.S. Rakovski” in Sofia, Bulgaria. The experimental methodology was applied for a period of two school years. The students were tested twice in this period; the first was in September 2020, and the second was in May 2022. The interdisciplinary methodology was specially developed to involve several school subjects – Physical Education and Sport, Bulgarian Language and Literature, Mathematics, English Language, Man and Society, and Man and Nature. The compulsory course program in Physical Education and Sport contains adapted educational content from the other school subjects, grounded on meaningful connections with them. The following tests were used to evaluate the students’ motor skills: 30-meter run, standing long jump (with a two-footed take-off), throwing a solid ball - 1 kg, 200-meter shuttle run, Т-test, sit-ups, depth of bending, and frequency of knocking. After processing the acquired test results, it was established that the methodology used for interdisciplinary education in Physical Education and Sport was very efficient in developing the motor skills of ten-year-old boys.
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Reports on the topic "Boys’ education"

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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.
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Jacob, Brian. Where the boys aren't: Non-cognitive skills, returns to school and the gender gap in higher education. Cambridge, MA: National Bureau of Economic Research, May 2002. http://dx.doi.org/10.3386/w8964.

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Khandker, Shahidur Rahman, Hussain Akhterus Samad, Nobuhiko Fuwa, and Ryotaro Hayashi. The Female Secondary Stipend and Assistance Program in Bangladesh: What Did It Accomplish? Asian Development Bank, February 2021. http://dx.doi.org/10.22617/wps210021-2.

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Are subsidies to female education worth supporting to enhance socioeconomic and demographic changes? This paper examines whether or not the Female Secondary Stipend and Assistance Program (FSSAP) in Bangladesh matters. If it does, how much and in what way—on both observed short- and long- term outcomes associated with female education? How did FSSAP impact the education of children, and boys in particular? The paper also explores the impact on female labor force participation, as well as age at marriage, fertility, and other effects on society.
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Gandelman, Néstor, Santiago Acerenza, and Daniel Misail. Neighborhood Impacts on Human Capital Accumulation of Adolescents and Young Adults in Montevideo. Inter-American Development Bank, November 2023. http://dx.doi.org/10.18235/0005151.

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This paper explores the causal impacts of the neighborhood of residence on education outcomes for adolescents and young adults (15-24 years old) in Montevideo. We present stylized facts on educational outcomes between 1992 and 2019. We compute transition matrixes for the neighborhood effects (conditional on individual characteristics and unconditional) and find strong path dependency and geographical segmentation between the better off southeast of the city and the worse off outskirts. We model the neighborhood effects through the neighborhood average education level. We estimate their causal impact controlling for endogeneity of the choice of residence and find statistically significant results of a relatively large magnitude. We address heterogeneity of the effects and find that neighborhood effects are stronger for boys than girls, that family income buffers neighborhood effects, and that household education level and neighborhood education level are complements.
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Wong, Xaria, and Iulia Andreea Toma. Gender and Protection Analysis: Juba, Rumbek and Pibor, South Sudan. Oxfam, May 2022. http://dx.doi.org/10.21201/2022.8946.

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This research was conducted to analyse the distinct gender needs and protection concerns of women, girls, men and boys in order to inform the implementation by Oxfam and its partners of the Sida-funded project, ‘Building resilience through gender- and conflict-sensitive approaches to education, skills development, and sustainable livelihoods in South Sudan’. It explores the gendered power relations between women, girls, men and boys, with a focus on the differences in their roles and responsibilities, decision-making power and access to and control over resources. It draws attention to the limited decision-making power held by women and girls, their specific needs, and the rights denials they face pertaining to education and livelihoods in Juba, Rumbek and Pibor. It provides practical recommendations to meaningfully address gender inequalities during project implementation, but is also intended to be used by the broader humanitarian community working in South Sudan to better inform humanitarian design, programming and response.
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Frisancho, Verónica. Spillover Effects of Financial Education: The Impact of School-Based Programs on Parents. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004736.

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This paper studies whether school-based financial education has spillover effects from children to parents. Leveraging data from a large-scale experiment with public high schools in Peru and credit bureau records on the parents of the youth targeted, this study measures the impact of providing personal finance lessons during secondary school on parental financial behavior. Financial education lessons in the school yield limited average spillover effects, but lead to sizable effects on parental financial behavior within disadvantaged households. Among parents from poorer households, the treatment reduces default probability by 26%, increases credit scores by 5%, and increases current debt levels by 40%. The treatment has stronger effects among the parents of daughters, who experience a significant 6.7% increase in their credit score and a 28% reduction in their loan portfolio in arrears. Among the parents of boys, most of the spillover effects are muted.
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Beuermann, Diether, Andrea Ramos Bonilla, and Marco Stampini. Interactions between Conditional Cash Transfers and Preferred Secondary Schools in Jamaica. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003862.

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We explore whether the academic benefit from attending a preferred secondary school differs between beneficiaries and non-beneficiaries of the Jamaican Conditional Cash Transfer Program, Programme of Advancement through Health and Education (PATH). The academic outcomes assessed include end of secondary and post-secondary high-stakes examinations independently administered by the Caribbean Examinations Council. Among girls, receiving PATH benefits before secondary school enrollment does not influence the academic gains from attending a more selective school. However, boys who received PATH benefits prior to secondary school enrollment benefit significantly less from subsequently attending a more selective school with respect to comparable peers who did not receive PATH benefits. These results suggest negative dynamic interactions between PATH and selective secondary schools among boys.
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Bustelo, Monserrat, Verónica Frisancho, and Mariana Viollaz. What Are the Gaps in Health and Education That Women Face Throughout Their Lives? Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005344.

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In recent years, significant progress has been made toward implementing policies and programs to support gender equity in Latin America and the Caribbean. However, large disparities continue to exist between men and women in educational and health outcomes. In the region, girls perform better than boys in soft skills and language at an early age and the school attendance gaps favor women at all levels. However, once in school, male students tend to perform better in mathematics in standardized tests compared to their female peers at age 15, with important implications for womens decisions on their future educational and career paths. At the same time, a large proportion of women in the region still lack access to reproductive technology. The maternal mortality rate remains high and tends to correlate with both low income levels and lack of prenatal care. Also, the rate of teen motherhood (1519 years old) is very high.
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López Bóo, Florencia. How Do Crises Affect Schooling Decisions?: Evidence from Changing Labor Market Opportunities and a Policy Experiment. Inter-American Development Bank, December 2008. http://dx.doi.org/10.18235/0010901.

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This paper examines the effect of labor market opportunities on schooling and employment decisions in 12 urban areas in Argentina over 12 years, emphasizing the recession/crisis years of 1998-2002. In typical years deteriorating job rates boost the probability of attending school and decrease the probability of combining work and school, particularly for boys; the probability of being in school for secondary school children was about 6% higher in 2002 than in 1998. These estimates reflect a new 1996 Federal Education Law (FEL) that extended mandatory education to 10 years.
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