Craig, Thank you for your comments. I agree that while it is important not
to over-generalize about boys' and girls' learning styles, there are
research and experience-based indicators that can be used to address
gender-related achievement gaps we are finding across the nation,
especially
for boys in elementary and middle schools. While looking at co-ed programs
that are enhancing achievement for all students, we need to identify
successful strategies that have impacted particularly on boys.
Resources that combines research with practical ideas for classroom use are
needed for practitioners who want to move beyond theory to action. One such
resource that several educators have found useful is Reading Writing, and
Gender: Helping Boys and Girls Become Better Readers and Writers (Gail
Lynn
Goldberg and Barbara Sherr Roswell, Eye on Education, 2002;
www.eyeoneducation.com) <http://www.eyeoneducation.com)> . The authors
present research findings related to boy's and girls' achievement in
reading
and writing on statewide assessments, and then present specific strategies
that they have found to be effective, particularly for boys. While based
on
findings in Maryland, the strategies are applicable to all classrooms.
The other issues you raised, which are crucial ones, are the
overrepresentation of males (and particularly males of color) in special
education and the disproportionate impact on boys of disciplinary actions
such as suspensions and expulsions. As Title IX/gender equity advocates,
we
must continuously assure that we raise issues of equitable opportunity and
treatment of both males and females in every arena. The work that you have
done has been instrumental in reminding all of us to consistently address
these issues.
Linda Shevitz, Educational Equity Specialist
Maryland State Department of Education
200 West Baltimore Street, Baltimore, MD 21201
410-767-0428; fax - 410-767-0431
<lshevitz@msde.state.md.us>
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