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Soon-to-Be Open Secret

December 22, 2009

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College admissions directors curious about the experience of touching a third rail can review what happened when the president of the University of Alberta suggested that Canadian males, including white males, needed a helping hand.

She got fried ... by her own students.

Last month, President Indira Samarasekera pointed to the preponderance of women in higher education in Canada (three female undergraduates for every two males) and suggested that perhaps males could need some extra attention. "We’ll wake up in 20 years and we will not have the benefit of enough male talent," said Samarasekera, a metallurgical engineer originally from Sri Lanka. “I’m going to be an advocate for young white men, because I can be,” she added, pointing to her Nixon-to-China status as a minority woman advocating for men.

A fair number of her students were not happy. Within 24 hours the campus was awash with posters poking fun at the notion of women taking over higher education. “Women are attacking campus,” read one. “Only white men can save our university! Stop the femimenace.”

Humorous, perhaps, but here’s why this is not funny to college officials in the United States: currently, the University of Alberta grants no admissions preferences to men – unlike scores, perhaps even hundreds, of colleges in the United States that for years have been turning down women for less qualified men.The preferences many colleges give to men are far less formal and less debated than those that help minority applicants, or women applying to some programs. But many, many admissions offices routinely look at male applicants’ test scores and grades with lower expectations than they have when viewing those of female applicants.

What happened to President Samarasekera is just a taste of what’s in store for these colleges when thousands of female high school students and their parents discover that the college of their dreams is a farther reach for them than for the slacker boy next door.

And they will find out, because in roughly six months the U.S. Commission on Civil Rights will release its findings on the breadth of the preferences practice. Among higher education insiders, there’s not much mystery to the investigation: favoring men is an open secret at private, four-year colleges, where there’s no legal penalty for helping men. Actually, it’s even done by some public colleges willing to roll the dice in the hope they won’t get sued.

How, you ask, has this remained a secret so long? Because all the interested parties have signed off on the conspiracy.

Feminist groups studiously ignore the issue of women dominating college campuses; it drains credibility from their claim as a disadvantaged group in need of redress. The day after the recent commission announcement it was investigating bias against women, groups such as National Organization for Women and the American Association of University Women were silent on the news -- despite this being an issue presumably dear to their hearts.

In a later comment to U.S. News & World Report, the AAUW’s director of public policy described the probe as missing the point. “We need to help impoverished boys and girls to improve educational outcomes and have equal opportunity," said Lisa Maatz.

As for the other interested parties, conservative groups prefer to sue on the issue on racial preferences and have not historically flown to the defense of women. College officials? They aren’t going to flush themselves into the open on this issue. Most female students want to see more men on campus, regardless of how they get there. High school senior girls are generally unaware and unorganized. And men, well, they’re pretty much oblivious ... and when they land on gender unbalanced campuses, they are, well, delighted.

The commission report will change all that, leaving colleges with a simple question: how do we get in front of this public relations briar patch?

The obvious answer, shutting down admission preferences granted males, is not workable. The fear among college officials about a campus swinging more than 60 percent female exceeds the fear of getting sued. And in all honesty, until K-12 educators can "fix" the boy troubles, which arise in the very early grades, men need that extra help getting into college.

So what’s a college to do? There’s one big step that would make a huge difference: make it acceptable to talk about the boy troubles. Let the public know that boys are not just enrolling at lower rates but arriving on campus less prepared than the girls. Currently, it’s considered politically incorrect to even mention the issue. Don’t men rule the White House and Wall Street?

As a result, the foundations invested in growing the college enrollment and graduation rates, along with the U.S. Department of Education, churn out report after report about how to accomplish those goals, breaking down the numbers by poverty and race, without mentioning the obvious solution: boost the rates at which men enroll and graduate from college.

Indira Samarasekera had it right. For college officials, this should be your Nixon-to-China moment. Only presidents and admissions directors, most of them liberals in good standing, can raise this issue and not get hammered. Dr. Samarasekera took a whacking but she’s not backing down. Male failings in higher education are adding up to a "demographic bomb," she told the press after the flap.

If Dr. Samarasekera can say that -- and survive -- so can you. As a pathway to get in front of the approaching furor, this is your best shot.

Richard Whitmire is the author of a new book, Why Boys Fail: Saving Our Sons from an Educational System That's Leaving Them Behind, and he writes about the issue at his blog Why Boys Fail.

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Comments on Soon-to-Be Open Secret

  • What is the problem with having more than 60% female students?
  • Posted by Zvi M. Kedem on December 22, 2009 at 6:15am EST
  • "The fear among college officials about a campus swinging more than 60 percent female exceeds the fear of getting sued."

    What is the problem with having more than 60% female students? Why discriminate against what seem to be better qualified potential students simply because they are female?

  • Title IX
  • Posted by Mike on December 22, 2009 at 6:45am EST
  • The big time football playing universities have a interest in the pending court case. Title IX requires the university to award athletic aid in proportion to the gender proportion of the student body.

    In theory, if the gender balance is 60 percent female, then approximately 60 percent of athletic aid should be distributed to females. In all probability this means adding female sports.

    The old boy network would claim that male sports, in particular the fottball team, would suffer because the male sports would receive less athletic aid based on the gender enrollment.

  • Another Reason
  • Posted by Misty Bastian , Professor of Anthropology at Franklin & Marshall College on December 22, 2009 at 7:15am EST
  • Part of the open secret is that young women don't want to enroll in a college where they "can't meet men"--unless they are already committed to single-gender education. Or so I'm told by our Admissions people. Personally, I would take the 60% of talented women, any day, over the young men who habitually lag behind in my classes and who clearly were admitted under a different standard than many of the young women who sit next to them. This is, of course, not to say that there aren't many talented young men out there, as well, and I could love to have them in the seats now occupied by their lesser brothers. (In my recent Theory class, the top two students were men, but the next eight were all women.) And every year I am astounded to learn that young women of my acquaintance "can't get into" the liberal arts colleges of their choice, while I look around at the latest crop of young men gazing with indifference at best, and hostility at worst, at their new (yes, female) professor.

  • Tsk, tsk
  • Posted by Disappointed on December 22, 2009 at 7:45am EST
  • Here's an article on the preponderance of women students at some universities and suggestions for preferential admissions for white men. The author overlooks several important points, not the least of which is that white men hardly constitute a "minority" (by any definition of the word) outside college classrooms. In 2008, only 12 of the Fortune 500 companies had women CEOs. And why help only white men? By overlooking men of color, the article seems to imply that they're a lost cause. Tsk, Tsk. Inside Higher Ed should be ashamed of itself for this inadequate examination of an important issue.

  • The boy problem
  • Posted by Laura at Emerging Technologies Consulting on December 22, 2009 at 8:00am EST
  • As a parent of an exceedingly smart, but not always academically successful, boy, I have experienced the boy problem first hand. I am all for promoting the education of women, of having more women succeed in fields that have been dominated by men, but those problems come later down the pipeline, and often involve issues related to family and childcare. School is built on the idea of sitting still, of success being defined by coloring in the lines, writing neatly and having the organizational skills of a superior executive assistant. My son, like many boys, didn't care about neatness (and many, in fact, don't have the motor skills to even be neat until later). He wasn't organized (a related skill, I think) As a result, his grades suffered. He did sit still, at least. But what tends to happen is once they receive poor grades for having poor handwriting, they develop a distinct dislike of school and start to zone out and lack motivation to do work that they're perfectly capable of doing.

    There are social issues surrounding boys and school as well. At many schools, being good at school can get you pummeled after school or threatened or shunned. That doesn't seem to be the case in our school or with our son, but I've seen it often enough to know that it exists.

    I don't know what the answer is, but it seems to me that the one-size fits all testing model of schooling has hurt boys more than girls. It strikes me that it hurts all children, but that's another story.

  • Zvi Kedem...The problem is...
  • Posted by Cary Nation on December 22, 2009 at 9:00am EST
  • "Why discriminate against what seem to be better qualified potential students simply because they are female?"

    Those who ignore history are doomed to repeat it!

    Remember, oh say 50 odd years ago when most women were discouraged from going to college...because they were inferior slackers? I do!

    Good for women that they were given the oppertunity and they seized it.

    The pendulum has now swung back the other way and men are being disenfranchised...and judging by some of the comments...by some angry women with an axe to grind...who don't seem to understand history. The valid arguments that women used to open oppertunities for women then are the same arguments that apply to men now.

    Comparisons to the greater world prove that the goal should be balance, and if one group or another needs a little nurturing from time to time then that is the proper job of the academy.

    Ms Bastian, I would be surprised that you had even two good men in your class given your ugly attitude! Somewhat self fulfilling I would say, and not very open minded or scientific for an Anthropologist working in Higher Education. Perhaps you need to take a long sabbatical...I am just saying...

  • Biased systems produce biased results
  • Posted by Melissa on December 22, 2009 at 10:00am EST
  • I find it disgusting and pathetic that these campuses debase themselves by catering to men in anyway. Universities don't need to have 40% men, they would do perfectly fine with 1% men.

    If the problem is silly freshman females who are more interested in men than the prestige of the university, then the problem should be fixed at the source. There should be mandatory female-only learning sessions for high-school senior females where local Womyn's Studies teachers can impress upon them utter irrelevance of the male species in higher education.

  • The Meaning of Minority
  • Posted by D49 on December 22, 2009 at 10:00am EST
  • Disappointed says: "The author overlooks several important points, not the least of which is that white men hardly constitute a "minority" (by any definition of the word) outside college classrooms."

    We'll know better when the 2010 Census data come in but estimates now are that white males (of all ages) constitute somewhere around 37% of the total population in the U.S. If we take 'men' to refer to those males who are 18 years or older, then only about 70-75% of the individuals in this (approximately) 37% are "white men".

    'Minority' has many definitions, of course, but certainly one standard definition of 'minority' is something along the lines of 'less than half'.

  • Posted by They might be right on December 22, 2009 at 10:15am EST
  • Perhaps the young men avoiding higher education are not as dumb as some people seem to think they are. Education historically provided access to a more intellectually-complex and interesting life but most of the content of education is now available through a mix of the Web, libraries, other printed material, movies, etc. It makes better citizens but that is not their concern. It increases earning power but without student loans a man without a wife/partner/children can get by on very little, if he does have a wife/partner/children she can support the family. From the point of view of young men this essay describes a solution in search of a problem. From the perspective of colleges attempting to attract tuition-paying students of both sexes it is a problem indeed.

  • Rethinking education
  • Posted by Kim , Representative at Columbus State Community College on December 22, 2009 at 10:15am EST
  • I work in education, and I love it. I married a man who has a bachelor's degree in education, yet hates traditional education; he is an intelligent, talented tradesman. I have three daughters who love school and two sons that hate it. I think Gurian and others are right; we are not effectively addressing the educational needs of boys and men. This is not simply a college admissions issue. It is a small piece of a much larger puzzle. We are gearing our education to how girls learn and they are excelling. When we more effectively address the educational needs of our young men from the early grades through college, they will rise to the challenge.

  • the world's smallest violin
  • Posted by RM on December 22, 2009 at 10:15am EST
  • I am a man, and I find this special pleading for boys and young men ridiculous. Cary Nation, there is no symmetry between the systematic exclusion of women in the past and boys failures to make it in the educational system now (though from what I have read, these failures are also exaggerated, more a response to competition from others rather than real declines). Affirmative action properly addresses groups that have in the past been systematically discriminated against. Men? Not so much.

    And as for the school system not being geared to men: 1) one would have to explain how boys used to make it in a school system that was probably even more regimented. Again, my suspicion is that boys now can't get by on mediocrity because girls are no longer limited in aspirations. 2) If virtues like sitting still, working hard or being smart are difficult for boys who want to be boys, then it's time to look at definitions of masculinity in our culture, rather than call for special rules. (See the QT in this day's IHE on the "sissy" slur at Yale, which, tellingly, no one has objected to for what it--also--a slur against a insufficiently masculine men--i.e men who are like women, and what could be worse than that?)

    Finally, to look at the past (a la Cary Nation) when universities were dominated by men those men seemed to do okay finding dates and wives. But, you see, because of sexist attitudes, it was okay for those women to be less educated and wealthy than their husbands. But women marry men who are less educated (and only maybe less wealthy, since men still have more access to kinds of jobs that pay well but do not require college degrees), oh no, we can't have that. Sexism is alive and well, you see. If men want to compete with women, let them compete! As another poster remarked, one only has to look around in business or government to see that men are still doing pretty well.

  • What about girls with 'boy' issues?
  • Posted by zzz_asleep on December 22, 2009 at 11:00am EST
  • I was a child with organisational issues (diagnosed), who preferred to live in my imagination rather than behind the school desk. In many subjects, I got weaker marks than I was capable of because I didn't care. The above seem to be characteristics that commenters ascribe to boys. Guess what - I'm a girl. I also am currently in my twenties with two Bachelor's (Great Books and Law) and am in the midst of completing a Master's (Law).

    My point is this - the excuse of "boys will be boys" was never applied to me. In fact, when teachers treated me differently because of my difficulties, my parents got upset. The way they saw it was that it was not that I couldn't complete the work properly; it was that I didn't want to. Eventually, I learned that if there was a challenge, I had to suck it up and work harder to achieve what came easily to others. It was an important lesson that I would not have gotten (or at least not as quickly) if 'boys will be boys' applied to me.

    My point is this: perhaps we should stop providing excuses and advantages to boys from early ages and encourage them to take responsibility for their own successes and failures - just as girls have to do.

  • re: males in higher ed
  • Posted by Ivy League Male , Diversity Services on December 22, 2009 at 11:45am EST
  • I've been wondering for years how I gained admission to an Ivy League school with mediocre grades and test scores...guess I know now. Who needs brains when you have testosterone =]

  • Posted by Adjunct George on December 22, 2009 at 11:45am EST
  • Males are wired differently than females. In my college teaching experience (classes over 60 % female), the males learn differently than females. The females are more comfortable with straight lectures and no demonstrations while the males take to the demonstrations and labs like the proverbial ducks to water. It is easier and less costly in time (what, me prepare for demonstrations?) and money (you do not need a demonstration table to teach chemistry or physics) to do straight lectures. Which do you think the tenured faculty would rather teach? Quiet girls or rambunctious boys? Why put up with the boys bouncing around in a classroom when the young ladies sit quietly and soak up the verbal discussion without any acting up? Title X takes away the one thing that attracts the males - more sports and more outside activities. The schools are doing away with physical education which used to burn my energy off so I could sit still in class (I was still a pain for my teachers). It is about time that we stop the feminization of our education system and recognize we have a big, big problem.

  • boy issues
  • Posted by Dan Cattau at writer on December 22, 2009 at 11:45am EST
  • Hello Richard,

    As the father of a 16-year-old boy, I've been following this subject closely and have my own observations. My son goes to a small parochial school, gets A's and B's, does very well in standardized tests (including reading), and sometimes still has academic issues that are almost inexplicable. He just missed getting an A in AP English because he preferred reading the biography of Mao Zedong to studying for the final, where he received a poor grade. He sees no need to study for tests because they're "not important." He has no interest in talking to teachers to find out what he should be studying because "they already gave me an outline" or "I already know it."

    Things obviously could be much worse, but dealing with him reminds me of talking once to a MLB manager who explained a player's inability to hustle as follows: "His first reaction is not knowing what to do. His second reaction was not caring."

    The second reaction, from my experience, is the dominant one with boys.

    PS -- Greetings from an former Times-Union colleague

  • Posted by richard whitmire on December 22, 2009 at 12:30pm EST
  • These are great comments. I didn't have time to go into the race issue, but obviously colleges have a deep interest in seeing that the most underpresented students have a shot at college, and those would be black and Hispanic males. But to keep campuses from swinging beyond the 60-40 balance, colleges also have an interest in admitting white boys who on average may not be as strong (applicants) as the girls. Colleges do this by drawing "circles" around two groups of students, male and female. All the students in those circles are considered capable of college work. It's just that they have to dig a little deeper into the names in the male circle to get the gender balance they want.

    Is that justified? I'm less interested in that question than the issue of colleges masking the practice. This appears the best chance we have of exposing the boy problems in K-12 schools. If colleges aren't honest about what they're seeing in those applicant pools, then K-12 schools won't feel the heat.

    Richard Whitmire

  • balancing the class
  • Posted by random thoughts at mid-sized public university on December 22, 2009 at 1:15pm EST
  • A desire for gender diversity need not be prompted by "discrimination." As others have noted, many women and men would prefer not to attend a school in which women form an overwhelming majority. So part of this is simply schools wanting to be an attractive destination for students.

    But there is more. Colleges and universities have always sought to balance their entering classes with a mix of majors, home states/counties, talents (soccer players, oboists, yearbook editors, etc.) and backgrounds (legacies, internationals, students from rural/urban/suburban areas, students from different economic levels, etc.), all in the interest of providing a vibrant community of interests and abilities. That's at least one reason that schools believe ethnic diversity matters. I realize that there is a lot of history of discrimination (by gender, race, class, income, etc.), but can't we see concern about gender balance (at least in part) as one more aspect of a balanced campus community?

  • Stereotyping
  • Posted by CC Prof on December 22, 2009 at 1:15pm EST
  • There is a great deal of unsupported stereotyping taking place in this discussion, and Adjunct George gives us the most blatant example of this with his old-fashioned females are passive/males are active view. The claim that males are wired differently does not support the claim that males are naturally active and females are naturally passive. Instead, that distinction is supported by Adjunct George with anecdotal evidence. In my experience in the classroom, the females are anything but passive. I teach with a great deal of active discussion, and the women participate as much or more than the men.

    Another stereotype discussed here, and mentioned specifically by Adjunct George, is that boys only like sports (being active?). Nonsense. I know many men who went to college to become doctors, lawyers, engineers, professors, etc. Most of them were too busy studying to pay attention to the football team or anything else. This boys only like sports stuff is part of the stereotype that boys who like to study and learn really aren't real men.

    And this stereotype is at the root of our problems. Scientists, doctors, writers, inventors, and all manner of intellectuals are no longer held up by our society as role models for boys. Instead, sports figures have become the primary role models for boys.

    I'm teaching my two boys to like both sports and intellectual activities. I don't see why one needs to chosen over the other. A bit more balance in our culture concerning what is truly good and important in life might go a long way to getting our young men to focus more on intellectual matters. I really doubt that adding even more Division I football teams, etc. to colleges is going to help our young men realize that they are neglecting their intellects.

  • R.M.
  • Posted by Cary Nation on December 22, 2009 at 1:30pm EST
  • "...there is no symmetry between the systematic exclusion of women in the past and boys failures to make it in the educational system now (though from what I have read, these failures are also exaggerated, more a response to competition from others rather than real declines). Affirmative action properly addresses groups that have in the past been systematically discriminated against. Men? Not so much."

    RM, you have chosen your words carefully. Does no "symmetry" mean the same thing as no relationship or effect? The numbers say otherwise, which is why the notion keeps rearing it's rather manly head.

    Interesting take, you cite competition and affirmative action (systematic inclusion) in the same paragraph. However, I made no argument for "affirmative action" for men. I simply pointed out the pendulum swing

    The factors which are hurting boys nowadays occur well before college, so I guess you won't have to worry about that whole competition issue...but any problem ignored comes back to haunt us (that pesky History) again and again.

  • Fight on Whitmore! Also at online schools
  • Posted by sk on December 22, 2009 at 1:30pm EST
  • I hope Whitmore continues this until we get some answers.
    I processed student loans this summer, and was shocked that women outnumbered men at 60% to 70%, and this was at mostly online schools.
    I have no idea why men are disappearing, or how to get them back. This is a disaster in the making.

  • wow
  • Posted by Cinnamon , Development, Higher Education at nonprofit on December 22, 2009 at 2:45pm EST
  • wow so much this brings up.
    thank you Tsk Tsk for highlighting the fact that the definition of man in this article = white man. oh the blinders we white people have! ayah. and thank you RM for pointing out that girls performing well discriminates against boys. If the situation was reversed, the girl would simply be labelled as dumb. But no, we must coddle our boys - and then wonder why they don't turn into men!!! case in point: local all girls high school was 'forced' to add boys citing discrimination, when research proves girls perform better academically in all female environments, and boys perform worse in all male environments. It's actually quite a slight to males these comments indicating they can't hack it in the current educational system. Humans perform to the level of expectation (and accountability), accepting "boys will be boys" at all ages reduces males to a subhuman animalistic status. Those in power have the wherewithal to create or change the system according to what will yield them the greatest benefit. So rather than celebrating female achievement, or seeking out qualified males, or acknowledging the fact that income is the biggest predictor of college enrollment - we're actually entertaining plans to further shift the system in favor of underqualified white males? wow. I guarantee anyone that males with high intellectual capacity, leadership qualities, and college potential can be found among lower income high school dropouts for whom college is not on the radar; who are disproportionately males of color but by raw numbers, majority white. Nor are they on the radar screen of college admissions officers. How about nourishing your own pipeline? should have moved to Canada.

  • Posted by Adjunct George on December 22, 2009 at 4:30pm EST
  • CC Professor said:

    "There is a great deal of unsupported stereotyping taking place in this discussion, and Adjunct George gives us the most blatant example of this with his old-fashioned females are passive/males are active view. The claim that males are wired differently does not support the claim that males are naturally active and females are naturally passive. Instead, that distinction is supported by Adjunct George with anecdotal evidence. In my experience in the classroom, the females are anything but passive. I teach with a great deal of active discussion, and the women participate as much or more than the men.

    Another stereotype discussed here, and mentioned specifically by Adjunct George, is that boys only like sports (being active?). Nonsense. I know many men who went to college to become doctors, lawyers, engineers, professors, etc. Most of them were too busy studying to pay attention to the football team or anything else. This boys only like sports stuff is part of the stereotype that boys who like to study and learn really aren't real men. "

    He made the the oft repeated tenured faculty mistake of hearing what he wanted to hear and trying to change the definition or words that were said. I said DIFFERENT, not more active or passive. It is obvious that the professor does not teach a science course so he has no idea about the role of OBSERVATION in proving or disproving a hypothesis. He dismisses the observation of the differences as just sterotyping. Sterotyping and then looking for differences from the stereotype is one way of handling large amounts of information and data. Obviously, saying that all planets follow eliptical orbits around the sun is stereotyping the planetary motion and must stop. The Harvard President was fired for the same observation that women learn DIFFERENTLY from men. Of course some women like sports as much as men. However, look at the stands at professional football and baseball games and then tell me that women enjoy sports as much as men. How come women are called "golf widows" and there are no "golf widowers?" All in all, CC professor gives just the usual "liberal" defense that is indefensible when one observes the actual world around us. The data is that women are the overwhelming majority of undergraduates. That uncomfortable fact will not go away. Now what do we do with it? Hide or do something about it.

  • Posted by JDLJ on December 22, 2009 at 4:30pm EST
  • This is a very complex issue. It is clear from the facts that (i) nearly 60% of matriculating college students are now women, and (ii) many top colleges feel the need to "discriminate" in admissions in favor of boys to maintain even close to a 60-40 female-male ratio while this ratio among the general population of 17-19 year olds is roughly 50-50, that there is a serious problem regarding the academic success of boys. Having helped raise 3 sons (24, 21, 18) who are very different from one another, a common denominator in their classes (they attended a relatively small, excellent school system where we knew most of the kids in their classes) was that girls excelled academically well outside their proportion in numbers, particularly in GPA (much less so in SAT/National Merit scores (an interesting point for another day)). For the most part, these girls were more mature, focused and disciplined academically than the boys from the beginning and all the way through high school. My oldest son was an excellent student but still blew off assignments or failed to study (at least not hard enough) once in a while while the top female students did not. (He graduated with highest honors (via an honors thesis and a GPA in the top 7-8%) from a top 20 national university but was only in the top 15% (by GPA) of his high school class.) My youngest son was part of an elementary school class (there were 3 elementary schools in the district) that was disproportionately male. In first grade, the only male teacher (one of only a few in the entire elementary school, another point for discussion another time) received an all-boys class including my son. He used their energy productively, having them count burps and jumping jacks and engage in other "activities" to help them learn arithmetic. My son, a very active boy who liked standing (not sitting) at his desk and wandering around the classroom, thrived. Obviously, this type of "unstructured" class style could not be replicated as my son got older, but the school tried to accommodate different "learning styles" even into middle school. From then forward, however, sitting still and listening to teachers (mostly) lecture was the predominant class structure. Science labs were the main exception, although there was active discussion in many classes. This structure for the most part favored girls. My sons took mostly honors or, later, AP courses in high school. In my experience, if my sons did not like the subject matter, they would not devote the necessary time to mastering it, even though they were capable of doing so. While there certainly were girls who did the same, a higher percentage of the girls than the boys in these classes did make the effort to (and did) master the subject matter. Especially in English and history, the classes generally consisted of about 2/3rds girls. While these are generalizations based on my and my sons' own experience, my sense is that there is a lot of truth to them across the country.

  • Response to Adjunct George
  • Posted by CC Prof on December 22, 2009 at 5:15pm EST
  • Dear Adjunct George,

    First, I don't have tenure. Second, you stated boys like labs and demonstrations (active) and girls like to sit quietly and soak up the lecture (passive). Third, your anecdotal evidence does not constitute scientific observation whether you write "observation" in all caps or not. Fourth, Larry Summers used similarly unscientific anecdotes to state that women might not be as good at science as men for genetic reasons. Fifth, I did not claim that women like football as much as men. I suggested that young men would be better off pursuing an intellectual life, which can include sports, instead of focusing so much on sports. You are the one who falsely stated that men only go to college for the sports, etc.

  • The problem with using head counts to define "special" groups
  • Posted by Martin Cohn on December 22, 2009 at 5:30pm EST
  • It seemed perfectly acceptable to define women as victims in need of help because some of them marched and blamed patriarchal society for their plight.

    But now that the tables are turned, the same arguements made by "the man" - figuratively and literally - are made by those who may well have been helped by those rules.

    Were the programs to bring woman into higher education meant to be a permanent entitlement or to alleviate a wrong?

    Live by the quota, die by the quota.

  • Changing K-12
  • Posted by John on December 22, 2009 at 6:00pm EST
  • Richard,

    Can you cite an instance where what happened in "12-16" affected what happened in K-12?

  • K-12 Failure for boys...
  • Posted by Femtoprof , Proffesor Physics at Research University on December 22, 2009 at 6:15pm EST
  • I have been convinced that the fundamental problem with boys getting to college is the dramatic change in schooling methods over the last 30 years. We have been pushing language skills earlier and earlier in school until now we are teaching letters and words in preschool and boys just simply are not wired that way. As a result, their reading scores are horrible in the early grades which affects their later performance. In addition in middle school and early high school the demands for organization skills also tends to not be appropriate for boys. Boys develop much later in this area as well than girls, and often things don't kick in until sophomore year in high school or even later. The end result as anyone who views high schools these days is that the honor role looks like a sorority gathering with only a few token boys. The problems in college just reflect the problems with K-12 and we are looking at a catastrophe in the making. During the 80s and 90 we spent 100s of millions justifiably in helping the education of girls in the sciences and math and some strides have been made (not enough as you can tell in any physics or engineering dept)....an equivalent investment has to be made in developing the education of reading and writing for boys or we are in deep trouble. There is plenty of evidence that the marriagibility of men is significantly worse for high school than for college educated men, their earning potential is worse, and in the end this affects the next generation of men as well..... This has been a problem in the making for 20 years in the making.

  • The Role of Popular Culture
  • Posted by Voltaire on December 23, 2009 at 5:00am EST
  • This is a super debate with excellent comments coming all the time. I have the idea that popular culture (what we get on TV) has had a negative influence on the masses. The idea that men should excel in sports, liquor, fast cars, and fast blonds. Those who excel in the life of the mind are called geeks, nerds, dweebs, and dorks. Also their virility is questioned. Again and again, if the detective is a male, all the intellectual roles -- professor, district attorney, forensic specialist, psychologist -- are female. We know how boys who love school and do well are bullied, especially in the black and chicano ghettos but also in the white neighborhoods. Now this is a peculiarly North-American and English phenomenon. It is not the same at all in France, Germany, Italy, and Eastern Europe.

  • Posted by Ryan on December 23, 2009 at 8:45am EST
  • maybe if the bias gov't would spend a little time helping boys in school instead of worrying only about girls then they might actually do a little better, but until they do the problem is only going to get worse and maybe if colleges continue discriminating against the precious girls then the gov't will finally do something about the boy crisis until then I am glad boys are finally getting some kind of help(AA) directed at them for once.

  • Amazing...just amazing
  • Posted by Greg M. , Assoc. Prof/Sociology at U. of M. on December 23, 2009 at 1:15pm EST
  • I'm saddened by one commentary: "I find it disgusting and pathetic that these campuses debase themselves by catering to men in anyway. Universities don't need to have 40% men, they would do perfectly fine with 1% men.
    ...There should be mandatory female-only learning sessions for high-school senior females where local Womyn's Studies teachers can impress upon them utter irrelevance of the male species in higher education."

    Phew, lesbian facists are very scary...gender feminists are even scarier. Amazing hatred of half the world.

  • Posted by Sheldon on December 23, 2009 at 1:30pm EST
  • Interesting post. I'm curious whether the numbers @ the UofA can really be used for any kind of argument here however.

    One thing that's not mentioned is that in Alberta, huge numbers of young men are jumping directly from highschool into a high-paying (though dangerous) job working on the oil-sands project(s).

    This certainly has to skew the numbers to some extent.

  • Posted by CL on December 23, 2009 at 2:45pm EST
  • Great discussion. As a woman, I am happy to see how our young women are succeeding. As the mother of a son, I am saddened to agree that a large number of young men don't care and don't mind being supported by their more educated and better employed female 'friends'.

    Unfortunately, this is a social issue that begins at home and is continued in the classroom, k-12. Does society encourage hard work in order to succeed? Not where students who study and do well in school are called 'geeks'. Not in school systems where teachers must teach to SOLs and if students don't 'pass' to the next grade, the schools lose money. Not in schools where FTEs are more important than retention. Not where students are pushed into the next grade, even if they cannot do the work. Not in a society that rewards failure by providing high school diplomas to those who have not earned them. Girls have learned how to play the game and what they need to do to succeed. Boys have not adapted.

  • Posted by Why bother? on December 25, 2009 at 7:00am EST
  • I suspect the reason many male students aren't very bothered about excelling academically has another aspect to it which hasn't been mentioned here so far.
    Why would a young male bother excelling academically if he knows there's a 50-50 chance his future wife will divorce him and clean him out of kid/s, property and future income. And that there's a good chance he'll be criminalised on no more than a woman's word - no evidence required.

    Boys in pre-feminist times had something positive to look forward to - a family life.
    So they applied themselves to the task of becoming high achievers academically and in professions.Nowadays boys look around and see a generation of lost and hurt men decimated by 30 - 40 odd years of systemic bias against men and fathers. They wisely don't want to go down the same path.
    With 'no fault' divorce laws (now there's an interesting oxymoronic term!, with child support, custody and alimony invariably being awarded to women, not men, in our secretive star chamber 'femily 'caughts' any incentive for boys and young men to work hard to be a provider for family gets questioned and reasonably dismissed as a stupid move.
    Why bother working towards a future when it's only one of loss, pain and suffering?
    It seems it's not just Men going their own way - "MGTOW" and becoming part of
    "The ghost nation".
    (Google these terms for interesting reading if you haven't heard the terms before)
    Now it's Boys not just men going their own way too and moving into the ghost nation.
    Being one of those decimated myself (Lost EVERTHING including my son in a 'family' 'court') and knowing allot of other men in similar straits means I for one don't blame boys for opting out of a social system rigged against them. In fact I encourage boys I know NOT to marry, at least not under current feminist hegemony and to move away to places where their taxmoney isn't used to fund their own expendability.

  • Posted by Gar on December 25, 2009 at 8:45am EST
  • I'm saddened by one commentary: "I find it disgusting and pathetic that these campuses debase themselves by catering to men in anyway. Universities don't need to have 40% men, they would do perfectly fine with 1% men.

    ...There should be mandatory female-only learning sessions for high-school senior females where local Womyn's Studies teachers can impress upon them utter irrelevance of the male species in higher education."

    I took that as satire.

  • Posted by mb on December 27, 2009 at 10:30am EST
    •  

      I'm saddened by one commentary: "I find it disgusting and pathetic that these campuses debase themselves by catering to men in anyway. Universities don't need to have 40% men, they would do perfectly fine with 1% men.

      ...There should be mandatory female-only learning sessions for high-school senior females where local Womyn's Studies teachers can impress upon them utter irrelevance of the male species in higher education."

      I took that as satire.

    I did too, but the frightening, sickening reality is that on most college campuses in the western world this is the orthodoxy among humanities, social science and other departments that address gender (read: women's) issues, as well as many administrators. I know because I work at a Tier 1 Big Ten research university and from my experience this truly is the way they think. Thus, while this may have been satire, it's also just as likely that the person was quite serious.

    Many of the comments here demonstrate the typical selective, shallow and lazy analysis and arguments offered by feminists since the '60s. For example, they like to complain about top Fortune 500 CEOs being mostly male, but we hear nary a peep about the other side of that coin, i.e., the fact the men comprise the vast majority of the homeless and destitute. They look up but refuse to look down, and that's the stance they're taking here. My response to them re. Fortune 500 CEOs echos what they've been telling men for decades: If you want to run a Fortune 500 company, then go ahead and start up a company, put the hours/days/years/decades to build it into a powerhouse and then run it. Why should men hand you something they've built just because you tell them they should?

    Or another old saw used to justify redress for "past injustices", the issue of the vote: Feminists complain about not getting the vote until until the early part of the last century (indeed, for all practical purposes there are no women alive today who have not had the vote) and when men point out that they earned the right to vote via being the only sex to be required to serve their country as a condition of enjoying the full right of citizenship, they loudly proclaim that the draft has not been in effect since 1973 (steadfastly ignoring the requirement for men, and only men, to register for the Selective Service to this day). However, the two are intimately linked - the fact is, from 1920 until 1973, all men between the ages of 18 and 21 were subjected to the draft even though they did not have the right to vote for the people who could and did send then to war. Those years saw hundreds of thousands - possibly millions - of men die for a country that denied them the right to vote and at the same time gave their sisters a pass. This is a much more recent and IMO egregious injustice, there are men alive right now who endured it (I'm one of them), and yet feminists steadfastly ignore this.

    Deconstruction works both ways for people who are serious about scholarly inquiry.

    When women were and are underrepresented, feminists and other PC types call it evidence of "discrimination" and justify reverse sexism, aka "affirmative action," as redress for past injustice. Yet when men (whose mothers were just as likely to have been "discriminated" against as the women who currently enjoy preferential treatment currently were) are clearly disadvantaged, we hear a chorus of denial, dismissal and excuse-making. If nothing else this puts truth to the lie that feminism is about equal rights for both men and women.

    We need to address the issue of the disenfranchisement and failing of boys and men in higher education, K-12, and society in general. A population of disenfranchised men who hold no stake in our society is a recipe for disaster. And I think that in order to do it we have to remove feminists from positions of power vis-a-vis decision making. They've demonstrated clearly and unambiguously that they are more interested in the well being of women and girls than they are the male half of humanity, so IMO this disqualifies them from a seat at the table. And I think the first place to start is in the administration of the academy.

  • Try to be rational,
  • Posted by cts on December 29, 2009 at 5:00pm EST
  • could we?

    We have a problem: young men/boys are not achieving as we think they should in academe. Some commenters (1) think this is all the fault of 'feminists,' others (2) think it is all the fault of our schooling system, and others (3) think it is a matter of hard-wired differences between boys and girls.

    Here is my anecdote, in relation to these three views:

    I have a 17 year-old son. He is, purportedly, more gifted than his older sister but has never worked hard in school. He is not interested in sports, at all; so it is not a sports/intellect dichotomy in his case. He is quite capable of sitting for hours at his computer or playing his guitar; so, being ‘rambunctious’ is not a problem. In fact, he is rather intellectual; he just does not like to work hard and is disorganized.

    (1) I can assure you, his disinterest in hard work has absolutely nothing to do with feminism. It certainly has not occurred to him to consider divorce law or the tendency of family courts to assign primary custody to mothers. He thinks it is cool to have a mother who is a college professor, and he assumes he will marry an intelligent, interesting working woman someday.

    As for (2): while my own son had some trouble with the kindergarten/first grade obsessions with sitting still and coloring inside the lines, I really wonder how much educational norms can be blamed for what is going on with boys in our culture. This is a cultural problem. Other cultures are not suffering from it, and many have far more formal and rigid educational approaches than we do. Further, how did all those men in the past in our nation manage to do so well with equally, if not more, restrictive, book/lecture-oriented education?

    This brings me to (3). Are boys and girls different and do they mature at different rates? It seems so. On the other hand, we always had young men who succeeded at reading and writing as well as at sciences and math. No one assumed that boys had to read books only about sports or engines to be engaged in school. And, those boys started out on careers at a far earlier age than our boys and girls now do. If these differences are hard-wired, how do we account for the past achievements of boys and young men?

    I am not suggesting any answers, to be sure. I suspect this problem has complex roots and requires a complex solution. But blaming women for wanting a fair opportunity, or blaming schools for being more or less what they have always been, or just folding and saying boys are less intellectual and slower to mature than girls – well, none of these strikes me as a rational response.

     

  • Being rational
  • Posted by Why bother on December 31, 2009 at 7:00am EST
  • Oh dear,
    It seems some of my previous comments have caused upset.
    So be it.
    Dismissing those who you disagree with by calling them irrational is hardly a substitute for rigorous and fair debate.
    In New Zealand we have sayings for this -
    "Don't shoot the messenger" and "Play the ball, not the man".
    In case such regional idioms escape understanding they mean that I too, could sink to the depths of name-calling and offer a diagnosis of those I disagree with. Name calling is easy, sandpit stuff don't you think?
    So really, Why Bother?

    I too have a son - who thankfully has cottoned on to how he's got a more than odds on chance of being shafted in a gynocentric Anglosphere feminist 'family' 'court' should he make the mistake of marrying and pro-creating there.
    He knows allot my son.
    He's a graduate in Fine Arts Degree (hons).
    I'm proud of him for his dilligence and social awareness.

  • Pink elephants on parade
  • Posted by rsl on December 31, 2009 at 9:30am EST
  • The elephant in the room is that now K-12 is not just dismissive of but hostile to boys. Female teachers, most of whom were exposed to womyn studies as undergrads, view their young male charges as proto-oppressors...and treat them as such. Couple this with the fact that the book of girl-only programs from the federal gov't alone is 3'' thick, and the present result is inevitable. Oh, by the way, this disparity in support is caused by feminism.

  • Yes, let's be rational
  • Posted by mb on December 31, 2009 at 10:30am EST
  • Responses like those from cts are sadly typical of what passes for debate these days among the politically correct decision-makers in faculty and administration of contemporary academia. From the very same people who float the theory that "patriarchy" is the cause of many, if not most, problems in our society, we get the mantra "feminism is not to blame." Never mind that the correlation between the rise of feminism and the decline of boys and men's performance in education, increase in social problems such as crime, homelessness, addiction, etc., is almost perfect. I'm a scientist in a STEM field (epidemiology) so I understand that correlation does not mean causation, but I also know that it's a lot better indicator of cause and effect than anecdotal evidence, let alone a single data point vis-a-vis one person; even worse, one's own child (we all know how truthful and open 17 year old kids are with their parents). These people act like staunch adherents to a fundamentalist secular religion called "Feminism," where thoughtful, serious discussion is replaced by dogma, and debate that challenges feminist orthodoxy is seen as heresy. Thus, we get the typical sneering, condescending missives we have by people quoted in the article and responses that follow, where the approach to the problem consists of blaming the victim, characterizing boys as "slackers," less qualified than the women who were passed-over, etc. So to those who make such arguments, are we now ready to admit that all the other beneficiaries of affirmative action are sub-standard "slackers" who only got it because of special privilege, or does this only apply to white men?

    The double standards are glaring.

    I do believe that feminism is mostly to blame for this trend. The evidence points strongly in that direction, and no amount of condescension and denial can change this reality. Sexism is real, and since the educational system (both K-12 and the academy) is dominated by the politically correct, and thus feminists, it means that the sexism works against boys and men. So voila - we have a problem vis-a-vis achievement of boys and men in education, both K-12 and beyond. This isn't rocket science folks, but as long as we have "flat earthers" making the decisions Gallileo will remain locked in the tower, figuratively speaking.

  • The Future of the Glass Ceiling??
  • Posted by Wondering on December 31, 2009 at 11:30am EST
  • Given the gender trends in higher education reported in this article and elsewhere, I wonder about the future of the glass ceiling. The glass ceiling is certainly still in place for many women, but the men holding the leadership positions went through college prior to a time when females started to become a majority, even just a small majority, of undergraduates. What will happen 20 to 30 years from now--will women continue to succeed, and find that it is easier to climb the rungs of the ladder that will lead to finally shattering the glass ceiling?

  • The perfect follow on....
  • Posted by Why Bother on January 2, 2010 at 9:30am EST
  • And that's how you sidetrack a conversation and make it about women folks!
    Yep.
    Dismissive....Offtrack........another feminist thread somewhere please....
    So anyway, back to the subject - boys and young men failing in academia......

  • What Glass Ceiling?
  • Posted by mb on January 2, 2010 at 12:30pm EST
  • There's a very good treatise on the myth of the "glass ceiling" called "The Real Reason So Few Women Are in the Boardroom" penned by Marty Nemko, a career counselor in San Francisco (http://www.martynemko.com/articles/real-reason-so-few-women-are-in-boardroom_id1225).

    Given that the so-called "glass ceiling" is not due to discrimination, but rather, the choices women and men make, I think the only effect the gender gap in education will have on the number of men and women in top positions in private corporations is to select for even better, more talented men. Unless of course private corporations start acting like the K-12 and higher education systems, where hiring and promotions are based on "diversity" (read: affirmative action) rather than talent and hard work. In which case the corporate sector will reflect the "new-girl's club" that's replaced the old system in education, with all it's attendant problems re. plummeting standards and overall performance, especially among boys and men.

    This is an example of the law of unintended consequences: when you artificially reduce the number of opportunities for men to participate (via affirmative action and other preferences for women) the population of men who do make it in to the system will be even more talented, and thus more competitive for the limited choice positions of power and influence.