Are Males Students Dropped Are Males Students Dropped Out or Pushed Out?!Out or Pushed Out?!

Wendell Rodgers, The CitadelWendell Rodgers, The CitadelStephenie Hewett, The CitadelStephenie Hewett, The Citadel

Bad BoysBad Boys

ByByWalter DeanWalter Dean

Purpose of the WorkshopPurpose of the WorkshopTo take a realistic look at what is To take a realistic look at what is

happening to our male students in happening to our male students in our educational systems today?our educational systems today?

The Dropout CrisisThe Dropout CrisisResearch proves that students who are Research proves that students who are repeatedly suspended are at a significantly higher repeatedly suspended are at a significantly higher risk of quitting school than those who are not risk of quitting school than those who are not suspended repeatedly.suspended repeatedly.The term “dropouts” for these students fails to The term “dropouts” for these students fails to articulate the extent of the number of students articulate the extent of the number of students who are being “pushed out” because of who are being “pushed out” because of administrative expedience, discrimination, and administrative expedience, discrimination, and other reasons.other reasons.SOURCE: “Reclaiming Michigan’s Throwaway SOURCE: “Reclaiming Michigan’s Throwaway Kids: Students Trapped in the School to Prison Kids: Students Trapped in the School to Prison Pipeline”. Report from the ACLU of Michigan. June Pipeline”. Report from the ACLU of Michigan. June 24, 2009.24, 2009.

DefinitionsDefinitionsDrop Out:Drop Out:– Webster: One who quits schoolWebster: One who quits school– Our definition – One who schools have Our definition – One who schools have

quit on.quit on.Pushed Out:Pushed Out:– Webster: To press forward or advance Webster: To press forward or advance

away from the inside despite difficulty.away from the inside despite difficulty.– Our definition – One that schools make Our definition – One that schools make

it difficult to stay init difficult to stay in

What We Know!What We Know!

What the Research SaysWhat the Research Says(Gurian, 2001)(Gurian, 2001)

Males:Males:– earn seventy percent (70%) of D’s and F’s and earn seventy percent (70%) of D’s and F’s and

fewer than half of the A’s,fewer than half of the A’s,– account for two-thirds of learning disability account for two-thirds of learning disability

diagnoses,diagnoses,– represent ninety percent (90%) of discipline represent ninety percent (90%) of discipline

referrals,referrals,– dominate such brain-related learning disorders dominate such brain-related learning disorders

as ADD/ADHD, with millions now medicated in as ADD/ADHD, with millions now medicated in schools,schools,

– make up eighty percent (80%) of the high school make up eighty percent (80%) of the high school dropouts, and dropouts, and

– make up fewer than forty percent (40%) of make up fewer than forty percent (40%) of college students. college students.

More Research!More Research!The Organization for Economic Co-The Organization for Economic Co-operation and Development (OECD) operation and Development (OECD) studied males’ and females’ studied males’ and females’ knowledge and skills for 3 years in knowledge and skills for 3 years in industrialized countries including the industrialized countries including the United States, Canada, Europe, United States, Canada, Europe, Australia, and Japan and found that Australia, and Japan and found that girls performed better than boys girls performed better than boys academically in the thirty-five (35) academically in the thirty-five (35) countries. countries.

Brain ResearchBrain ResearchMale Brains:Male Brains:– have more cortical areas dedicated to spatial-have more cortical areas dedicated to spatial-

mechanical functioning making many boys mechanical functioning making many boys want to move objects through space, like balls, want to move objects through space, like balls, model airplanes, or just their arms and legs. model airplanes, or just their arms and legs.

– Use, on average, half the brain space that Use, on average, half the brain space that females use for verbal-emotive functioning. females use for verbal-emotive functioning. Most boys, although not all of them, will Most boys, although not all of them, will experience words and feelings differently than experience words and feelings differently than girls do. (Blum, 1997; Moir & Jenssel, 1989)girls do. (Blum, 1997; Moir & Jenssel, 1989)

Brain Research Continued:Brain Research Continued:Male Brains:Male Brains:– have less serotonin than girls have, but have less serotonin than girls have, but

they also have less oxytocin, the they also have less oxytocin, the primary human bonding chemical. This primary human bonding chemical. This makes it more likely that they will be makes it more likely that they will be physically impulsive and less likely that physically impulsive and less likely that they will sit still and empathetically chat they will sit still and empathetically chat with a friend (Moir & Jessel; 1989, with a friend (Moir & Jessel; 1989, Taylor,2002).Taylor,2002).

More Information on the Brain!More Information on the Brain!Males:Males:– lateralize brain activity. Their brains not only lateralize brain activity. Their brains not only

operate with less blood flow than girls’ brains, operate with less blood flow than girls’ brains, but they are also structured to but they are also structured to compartmentalize learning.compartmentalize learning.

Females: Females: – multitask better than boys do, with fewer multitask better than boys do, with fewer

attention span problems and greater ability to attention span problems and greater ability to make quick transitions between lessons make quick transitions between lessons (Havers, 1995).(Havers, 1995).

Male BrainsMale BrainsMale brains:Male brains:– Are set to renew, recharge, and reorient itself Are set to renew, recharge, and reorient itself

by entering what neurologists call a rest state. by entering what neurologists call a rest state. The boy in the back of the classroom whose The boy in the back of the classroom whose eyes are drifting toward sleep has entered a eyes are drifting toward sleep has entered a neural rest state. It is predominantly boys who neural rest state. It is predominantly boys who drift off without completing assignments, who drift off without completing assignments, who stop taking notes and fall asleep during a stop taking notes and fall asleep during a lecture, or who tap pencils or otherwise fidget lecture, or who tap pencils or otherwise fidget in hopes of keeping themselves awake and in hopes of keeping themselves awake and learning. learning.

Female BrainsFemale BrainsFemales tend to recharge and Females tend to recharge and reorient neural focus without rest reorient neural focus without rest states. Thus, a girl can be bored with states. Thus, a girl can be bored with a lesson, but she will nonetheless a lesson, but she will nonetheless keep her eyes open, take notes, and keep her eyes open, take notes, and perform relatively well. This is perform relatively well. This is especially true when the teacher especially true when the teacher uses more words to teach a lesson uses more words to teach a lesson instead of being spatial and instead of being spatial and diagrammatic. diagrammatic.

Males and WordsMales and WordsThe more words a teacher uses, the The more words a teacher uses, the more likely boys are to “zone out”, or more likely boys are to “zone out”, or go into rest state. The male brain is go into rest state. The male brain is better suited for symbols, better suited for symbols, abstractions, diagrams, pictures, and abstractions, diagrams, pictures, and objects moving through space than objects moving through space than for the monotony of words (Gurian, for the monotony of words (Gurian, 2001).2001).

Biggest Barrier for Males?Biggest Barrier for Males?Barrier is defined as something that Barrier is defined as something that prevents someone from reaching their prevents someone from reaching their maximum potentialmaximum potentialNo feeling of connection between the No feeling of connection between the student and the teachersstudent and the teachersThe learning styles of males are rarely The learning styles of males are rarely addressedaddressedThe environments and attitudes are not The environments and attitudes are not discusseddiscussedMales do not see how education fits into Males do not see how education fits into their livestheir lives

Everybody’s NeedsEverybody’s Needs Males’ Needs Males’ NeedsMentors/guidesMentors/guides

SuccessSuccess

Competition for motivationCompetition for motivation

Hands on activitiesHands on activities

Meaningful and relevant Meaningful and relevant activitiesactivities

Relationships with teachersRelationships with teachers

Preparation to enter Preparation to enter postsecondary institutions postsecondary institutions and/or workforceand/or workforce

Consistency in mentors with Consistency in mentors with GUTSGUTSA clear definition of successA clear definition of success

To be taught how to competeTo be taught how to compete

Not to be taught how to eat a Not to be taught how to eat a fish but how to catch a fishfish but how to catch a fish

To be taught how to sit down To be taught how to sit down and be quiet, follow directionsand be quiet, follow directionsSomeone with innovative Someone with innovative ideas to reach them rather ideas to reach them rather than just teach themthan just teach themGuest speakers and others Guest speakers and others coming from similar coming from similar environmentsenvironments

What We Got!What We Got!

The Research says:The Research says:African-American males:African-American males:– lead the nation in homicides both as victims lead the nation in homicides both as victims

and perpetrators (2004, Skolnick and Currie)and perpetrators (2004, Skolnick and Currie)Have arrests, incarcerations, and convictions that top Have arrests, incarcerations, and convictions that top the charts in most states (1994, Skolnick and Currie)the charts in most states (1994, Skolnick and Currie)More than 25% of the African-American males age 20 More than 25% of the African-American males age 20 today are likely to go to prison some time in their lives today are likely to go to prison some time in their lives (2005, Chapman)(2005, Chapman)Over 50% of the inmates in US prisons and jails are Over 50% of the inmates in US prisons and jails are African-American males (2005, Chapman)African-American males (2005, Chapman)More than 50% of the death row inmates are African-More than 50% of the death row inmates are African-American males (2005, Chapman)American males (2005, Chapman)Have the fastest growing suicide rate (2000, Poussaint Have the fastest growing suicide rate (2000, Poussaint and Alexander)and Alexander)

The Research Continues:The Research Continues:African American Males:African American Males:

Have contacted HIV and Aids at a faster rate Have contacted HIV and Aids at a faster rate than any other segment of the population than any other segment of the population (2000, Auerbach, Krimgold, and Lefkowitz)(2000, Auerbach, Krimgold, and Lefkowitz)Have average life expectancy of 68.8 years Have average life expectancy of 68.8 years compared with 75.7 for white males (2005, compared with 75.7 for white males (2005, Chapman)Chapman)Have the highest probability of dying the Have the highest probability of dying the first year of life (2000, Auerbach et al)first year of life (2000, Auerbach et al)Have death rates for college-age Black Have death rates for college-age Black males twice that of college-age White Males. males twice that of college-age White Males. (2005, Chapman)(2005, Chapman)

AcademicallyAcademicallyAfrican-American Males:African-American Males:– Are 3 times more likely than White Are 3 times more likely than White

males to be labeled as mentally males to be labeled as mentally retarded (2005, Chapman)retarded (2005, Chapman)

– Are twice as likely to be labeled Are twice as likely to be labeled emotionally disturbed (2005, Chapman)emotionally disturbed (2005, Chapman)

– Have college graduation rates lower Have college graduation rates lower than any other group (2005, Chapman)than any other group (2005, Chapman)

– Have increasing high school dropout Have increasing high school dropout rates (2005, Chapman)rates (2005, Chapman)

What the Research SaysWhat the Research Says(Gurian, 2001)(Gurian, 2001)

Males:Males:– earn seventy percent (70%) of D’s and F’s and earn seventy percent (70%) of D’s and F’s and

fewer than half of the A’s,fewer than half of the A’s,– account for two-thirds of learning disability account for two-thirds of learning disability

diagnoses,diagnoses,– represent ninety percent (90%) of discipline represent ninety percent (90%) of discipline

referrals,referrals,– dominate such brain-related learning disorders dominate such brain-related learning disorders

as ADD/ADHD, with millions now medicated in as ADD/ADHD, with millions now medicated in schools,schools,

– make up eighty percent (80%) of the high school make up eighty percent (80%) of the high school dropouts, and dropouts, and

– make up fewer than forty percent (40%) of make up fewer than forty percent (40%) of college students. college students.

More Research!More Research!The Organization for Economic Co-The Organization for Economic Co-operation and Development (OECD) operation and Development (OECD) studied males’ and females’ studied males’ and females’ knowledge and skills for 3 years in knowledge and skills for 3 years in industrialized countries including the industrialized countries including the United States, Canada, Europe, United States, Canada, Europe, Australia, and Japan and found that Australia, and Japan and found that girls performed better than boys girls performed better than boys academically in the thirty-five (35) academically in the thirty-five (35) countries. countries.

Graduation Rate DifferencesGraduation Rate Differences56% African-American females 56% African-American females graduate from high school – 43% graduate from high school – 43% African-American males graduateAfrican-American males graduate9% more Hispanic females graduate 9% more Hispanic females graduate than Hispanic malesthan Hispanic males5% more white females graduate 5% more white females graduate than white malesthan white males3% more Asian females graduate 3% more Asian females graduate than malesthan males

College Graduation RatesCollege Graduation Rates57% of BA’s earned by females57% of BA’s earned by females58% of master’s degrees earned by 58% of master’s degrees earned by femalesfemales

37% African American Males enroll in 37% African American Males enroll in college and fewer graduatecollege and fewer graduate

US Dept of Education estimates US Dept of Education estimates that if the current trend continuesthat if the current trend continues

By 2020, there will be 156 By 2020, there will be 156 females to every 100 males females to every 100 males receiving college degrees.receiving college degrees.

Where We Go!Where We Go!

Collaboration:Collaboration:

Coming together for student Coming together for student success.success.

Collaboration is not:Collaboration is not:Doing what you have always done,Doing what you have always done,Social Promotion,Social Promotion,Lowering the standards,Lowering the standards,Thinking that all students learn the Thinking that all students learn the same way,same way,Feeling OK that the right hand does Feeling OK that the right hand does not know what the left hand is doing,not know what the left hand is doing,Flying by the seat of your pants.Flying by the seat of your pants.

Collaboration is:Collaboration is:Feeling that we are working towards a Feeling that we are working towards a solution,solution,Knowing that you are not alone,Knowing that you are not alone,Realizing that one of us is not as smart as Realizing that one of us is not as smart as all of us,all of us,Substituting we for I,Substituting we for I,Doing what we feel is best for the Doing what we feel is best for the student,student,InputInput

Collaboration is ImportantCollaboration is Important

Because none of us is as good Because none of us is as good as all of us. as all of us.

CollaborationCollaborationTogether we can make and Together we can make and

provide opportunities to make a provide opportunities to make a difference for our young men.difference for our young men.

If you get males early enough If you get males early enough and work with them long enough,and work with them long enough,

The opportunities for success The opportunities for success are great!are great!

Our males’ needs must beOur males’ needs must be

Addressed by all of us and not Addressed by all of us and not just one of us.just one of us.

If we fail to collaborate,If we fail to collaborate,

then we fail Joe Cool!then we fail Joe Cool!

SourcesSourcesBlum, D. (1997). Blum, D. (1997). Sex on the brain: The biological Sex on the brain: The biological differences between men and women. differences between men and women. New York: New York: Viking.Viking.Moir,A. and Jessel, D. (2000). Moir,A. and Jessel, D. (2000). Brain sex: The real Brain sex: The real difference between men and women.difference between men and women. New York: New York: Dell Publishing.Dell Publishing.Taylor, S. (2002). Taylor, S. (2002). The Tending Instinct.The Tending Instinct. Times Times Books.Books.Havers, F. (1995). Rhyming tasks male and Havers, F. (1995). Rhyming tasks male and female brains differently. female brains differently. The Yale Herald, Inc. The Yale Herald, Inc. New Haven, CT: Yale University.New Haven, CT: Yale University.Gurian, M. and Stevens, K. (2004). With boys and Gurian, M. and Stevens, K. (2004). With boys and girls in mind. girls in mind. Closing Achievement Gaps, 62, 3, Closing Achievement Gaps, 62, 3, 21-26.21-26.

SourcesSources““Reclaiming Michigan’s Throwaway Kids: Reclaiming Michigan’s Throwaway Kids: Students Trapped in the School to Prison Students Trapped in the School to Prison Pipeline”. Report from the ACLU of Pipeline”. Report from the ACLU of Michigan. June 24, 2009.Michigan. June 24, 2009.International Boys’ Schools Coalition International Boys’ Schools Coalition Presentation by Abigail Norfleet James, Presentation by Abigail Norfleet James, Ph.D.Ph.D. Educational Learning Specialist, Educational Learning Specialist, Rockhouse Associates and Joseph Cox, Rockhouse Associates and Joseph Cox, Ph.D. Headmaster, The Haverford School, Ph.D. Headmaster, The Haverford School, Haverford, PAHaverford, PA