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As educators of boys, what can we do to support them on the path to becoming good men in an age of extremes?

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Women’s educational advancements in the United States during last century have been nothing short of revolutionary. As recently as the 1930s, debates on the benefits and the drawbacks of co-educational elementary and secondary schools raged nationally. Supporters of single-sex schools argued these schools would be safe and nurturing environments for girls, sheltering them from interactions with the opposite sex while still allowing them to pursue their education. The problem with such arguments was that these all-girl schools frequently did not adhere to the same level of academic rigor found in boys schools. Girls schools often had curriculums focused on home education – including sewing, cooking, and child rearing. Home-Ec was also the most popular major among collegiate women. This structure began to change during the 1940s when strain on national resources created a need for a more effective workforce. To that end, most schools at the elementary and secondary level began to integrate and held increasingly stringent national achievement standards.

Gender Gap - Education Next : Education Next

Upper middle class boys would be more likely to go to a private school, which might be a day school or a boarding school.Boy's Education
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Looking carefully at the gendered assumptions that underlie our education system gives us a clearer picture not only of the problems confronting boys in attaining competencies in reading and writing, but of a range of school problems that include gender violence, the continuing imbalance favoring boys in school athletics, and the over-referral of boys—particularly boys of color—and the under-referral of girls, to special education programs. Each of these issues reflects assumptions about the “appropriate” roles of men and women. No discussion of educational equity can ignore the rising rates of dating violence, sexual harassment, and bullying in our schools. When young men and boys think that it is acceptable to verbally harass or physically attack girls under the guise of “manliness,” something is decidedly out of kilter. Educators must do more to help both boys and girls see beyond this dangerous construction of masculinity.


Universal Primary Education - Wikipedia

A boy's sex education should begin early. It should continue through the years, with several discussions that keep the lines of communication open.
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Most tutors also taught the Bible to their students too.
Most schools required boys to wear uniforms.
Boy's Education
Most of the boys were taught in the working class, so they were trained and taught stuff that will help them in the future when they had jobs.

Boys Education: Boys education is thought to be more important than women's education in Africa. Boys tend to stay in school longer than …
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Power Hour - Committed to helping youth excel academically and graduate from high school, is a national sponsor of Boys & Girls Clubs of America’s Power Hour, an interactive after-school homework assistance program for members, ages 6 to 18. As a part of this partnership, Ross Stores is underwriting the implementation of Power Hour at certain Boys & Girls Clubs across the country. Additionally, Ross Stores is supporting local Clubs at select Ross Dress for Less and dd’s DISCOUNTS grand opening events, and encouraging associate volunteerism at Clubs. The program helps Club members be more successful in school by providing homework help and tutoring as well as encouraging members to become self-directed learners. The Power Hour materials provide practical tips and best practices for recognition and incentives, behavior management, volunteer recruitment and training, collaboration with other organizations and use of technology and the Internet.

NASSPE: Research > Single-Sex vs. Coed: The Evidence

Focusing on the lower college completion rates for boys and blaming K–12 educators is too easy. First, the much smaller college-enrollment gap compared to the larger degree gap raises questions about college. College enrollments have been increasing for both young women and young men since the 1970s, but the increase for young women has been larger (see Figure 2a). In 1972, 53 percent of males and 46 percent of females enrolled in two- or four-year colleges immediately after graduating from high school; in 2007 the comparable figures were 66 percent of males and 68 percent of females. Women now outpace men in BA, MA, and PhD completion, but are significantly behind men in MBAs and earn law and medical degrees at slightly lower rates than men. Studies suggesting that men and women get the same benefit from a degree obscure the critical reality that women still earn less than men at every level (see Figure 2b).

Coed: The Evidence What's the evidence

During the past 20 years, discussions of educational equity have often fallen into an either/or paradigm in which one group of students has been singled out as the only group needing attention. Dropout rates illustrate the dangers of focusing too narrowly. Dropout rates have been declining for both girls and boys, with the rate of decrease greater for girls as a group. But simply looking at gender differences is not enough. Rates vary considerably by race, ethnicity, and social class, and large numbers of girls as well as boys leave school before earning a high school diploma (see Figure 3). Educators are rightly focused on ensuring high-quality instruction, developing new and improved curricular materials, and creating more engaging school environments. But educators alone cannot address the multiple factors that influence students who drop out, nor can they conduct the kinds of community outreach that can help young people find alternative routes to completing their education.

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“We had book club this morning,” the boys boasted to their teachers and friends. They felt proud to be reading on their own, without an adult standing over their shoulders. They were excited because they had a special, secret meeting time to do it. It was a club, and they belonged.