The REAL reasons why Girls are doing so well in school.

vhacherh ...@hotmail.com

What happened? The feminist movement, that's what happened. Sorry, that's a bit oversimplifying, but I think you know what I mean. I am for individualism, not for being grouped into a cluster of people, and I think doing so does a disservice to all involved, IMHO.
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Men that can, do. Women that can, do. Nothing else matters.
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vhacherh ...@hotmail.com

kavk ...@my-deja.com

This is bad. I don't buy into this at all. I have seen too many women do very well with what has always been traditionally offered at school. At the very least, this is another crutch that lowers credibility for women.
Of course I have heard of take your daughter to work day. I reference it in this very post.
I wonder if you've been reading. What a slap in the face, and an insult I do not deserve. If I tell you that my daughter has never told me, nor her teachers in conference, btw, that she has greater needs, I certainly would have listened, and found out exactly what needs they think my daughter has. She is a very bright young lady, who has been taught that the best things in life are earned by merit.
girls?
Immaterial. The point is that girls do get the ritylin, and that schools cannot give any drugs without parental permission.
Doctors, parents and schools? Who do you think mom and dad are, if not parents.
It is up to parents, not schools to do what is best for their children.
No, you didn't say they get permission. You said schools drugged male children. Period.
Don't you distort.
How do you know?
There regular every day activities. I did check. Most girls are not out of school on this day anymore, and school continues as if there were no such day anymore.
Funny, when I checked on the daughter day, nobody in our school district even knew about son day. I have a feeling that sons day probably has no more impact than daughters day anymore.
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K.
....we have plenty of youth, what we need is a fountain of smart.....
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"Philip Lewis" phillewi...@hotmail.com

Do you want to pay the kind of tax bill that would provide every single student\pupil with their own personal set of tutors?
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Phil (The Guy Who's Not Too Fond Of Political Correctness) | | --
| http://members.tripod.com/LanTheBoy | Email: Anti-chaos. ICQ://26027485 | | doomdoomdoomdoomdoom...................
| zink | %%%%%%%The Darkness will love you, the Darkness will take care of you%%%%%%%% | ...... . People are poison, the hatred can heal you .
........

delr ...@my-deja.com

*snip* Here is what some femwit professors said: I think that girls, who are socialized to need approval, tend to do well in school because enthusiasm, good grades, neat homework, etc., win them approval. Boys, on the other hand, are socialized to be more independent, need less approval, show less enthusiasm and emotion, have less regard for neatness and so on and therefore do less well in many cl***es. Pretty stereotypical, but stereotypes can reflect at least part of reality.
Both boys and girls make ***umptions about the future-- media and life teach the boys to think they'll have someone to care for their needs while they take an active role in the world, while some girls learn that they will be caretakers and begin looking for the best bargain they can make.
Other girls ***ume that they will take an active role in the world, but know they won't have a full-time support person.
The problem is not that boys do less well in school -- it is that girls do not yet carry their patterns of success from school into the rest of life, in part because of their expectations.
Once again an article makes a point that we are all aware of and pulls our attention away from the actual problem. Feminists don't need to be defensive about girls' success in school. We have to focus our attention on why a major resource, the ability of girls and women, remains less used than it might be, and how opportunities for human abilities can be expanded.
The last section of Carol Lee Flinder's book "The Root of This Longing" talks about one teacher's experience with girls' perceptions of their limited future and the attempts of the teacher, the school, and the community to begin to deal with this problem. She convinced me that there is a problem and that with a great deal of attention, work, and time, we can give girls a better chance.
_________________________________ Two things about Hoff-Summers newest complaints about feminist scholarship. 1) the Nation recently dealt with this topic, I can't find the citation now, and indicated that at least with regard to college enrollments, the difference is entirely explainable by the recent decline of enrollments among men of color. Thus the answer is that gendered racism account for girls higher rates percentage of college enrollments. 2) The data from Gilligan's book, In a Different Voice, would be irrelevant to Summers argument. It dealt with girls abortion decision-making, not school achievement.
I'd like to point out that this is not the first time the Atlantic has published an article which uses research about gender issues for a conservative purpose.
Barbara Whitehead's "Dan Quayle Was Right" cover article, from the early to mid-nineties, did the same regarding the socio-economic fallout of divorce on children. Beginning with an echo of Malinowski's defintion of the "family" as a unit which exists solely for the purpose of raising children, Whitehead writes a long elegy for the white middle cl*** nuclear family.
Instead of applying a feminist analysis to the dire stats and research findings she quoted, she implied that all this awful stuff was the fault of selfish men and women -- particularly women -- who put their own desires before the needs of their children.
To me, it's another lesson that quite intelligent, concerned people, good writers included, can use research in ways that are flatly stupid and wrong.
_________________________________ The major conclusion I think to be drawn from the available research is that the major obstacle to the safety and achievement of boys AND girls in school is...boys. Or, rather, it is certain ideas about masculinity -
not the biological maleness of boys - that create atmospheres that are hostile to both boys and girls. For example, it's not the achievement of girls -
often attained in spite of barriers - that stands in the way of boys' achievement. It's the pervasive anti-intellectualism of boyhood masculinity, especially in English and reading. (There's terrific research on this.) I've spent a lot of time thinking about these questions, because I believe that this is the beginning of a new anti-feminist effort. Anti-
feminists seem to think that feminism is vulnerable on the boy question -
demonizing boys, promoting girls at the expense of boys etc. - and the publication of Hoff-Sommers book will launch a new anti-feminist initiative.
This past January I gave the keynote speech at the Wellesley Center's annual conference on Gender in Education on this topic. I gave a modified version of it last month in Carol Gilligan's cl*** at Harvard, which, I suppose is now considered ground zero in the "war against boys." For those interested, you can access it at the Wellesley College Center for Research on Women website, or you can write privately and I'll send you a copy electronically.
________________________________ I was concerned about this article and the way the analysis of the stats misled. The fact is that girls have for some time worked far harder in school and received better grades than boys.
But this is the problem-girls work harder than boys and are praised for being hard workers rather than inherently intelligent. Boys are praised for their intelligence regardless of the work they do in school. And, in the end, boys' advantages in the workplace far outweigh those of women. How to explain this? How to explain the fact that girls are outperforming boys and reaping less rewards as well as recognition for it? I am talking about salaries, managerial positions, and job opportunities not to mention statistics re: depression, mental health, etc.
The statistics are daunting, I agree. But I challenge Hoff-Sommers to spend the day in my daughter's 3rd grade cl***room and continue to explain those figures in the way that she did.
_________________________________ There's a logical inconsistency here. Girls outperform boys, but boys are nevertheless socially and economically favored. Teachers give more attention to boys, and are more tolerant of their acting-out and interruptions. That girls try harder seems consistent to me with their still-subordinate role. Controls on their behavior are tighter. By middle school they are expected to defer to boys and under increasing pressure to acquire boyfriends, frequently under less-than-favorable terms.
Where girls are at risk is not, speaking generally, in academic performance
--though social pressure turning them away from math and science can be severe -- but in social patterns and roles: eating disorders, date rape, abuse (verbal as well as physical). Where boys are most at risk is from other boys, not from girls.
___________________________________ after a one semester experience teaching 7th graders at an Austrian middle school (in 1991). I heard the same story about the lazy, but intelligent boys over and over again.
Since I went to an all-girls school myself I was quite surprised that even experienced and caring teachers promoted this "theory".
What teachers did Hoff-Sommers talk to? Would be interesting to know...
Does anybody know why Hoff-Sommers picks on Carol Gilligan with such a vengeance? It seems a bit late for "revenge", feminist research has certainly produced a lot in between.
__________________________________ It's a crazy world out there.
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"Deborah Terreson" foodand...@mediaone.net

In article <8nlfa2$cd...@news7.svr.pol.co.uk>, "Malcolm James" My vote goes for Old Speckled Hen.
Deb.

1999 television1...@hotmail.com

Maybe you should read this article: http://www.usatoday.com/life/health/child/lhchi193.htm Sent via Deja.com http://www.deja.com/ Before you buy.

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