why is male education more important essay

Boys enjoy educational advantages despite being less engaged in school than girls

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July 30, 2020

Girls are more engaged in school than boys, and that is a big reason girls (and women) tend to do better educationally . But rather than thinking of engagement as an educational advantage, we might better consider it as protective to girls, who confront many other disadvantages in school and life.

This is the takeaway of a research brief I recently published in the journal Educational Researcher. Nationally, girls do better than boys on reading tests but trail boys on math tests. I analyzed nationally representative data on boys’ and girls’ fifth-grade reading and math test scores and reports of their classroom behavioral engagement throughout elementary school. I found that if there were no gender differences in behavioral engagement patterns through elementary school, fifth-grade reading test score gaps could reverse and math test score gaps could triple in size .

That means focusing simply on increasing boys’ behavioral engagement in school overlooks unaddressed needs of girls. It may be time to reconsider what we mean when we say that girls have behavioral “advantages” over boys in school.

What is behavioral engagement, and why do girls have more of it than boys?

Behavioral engagement is participation in the work and social life of school in ways educators value and expect. That means following classroom expectations like raising your hand, respecting others’ personal boundaries, turning assignments in on time, and responding appropriately to negativity—among many more positive behaviors expected in class. Underlying behavioral engagement is a wide-ranging set of social and behavioral skills that families instill well before children enter school and skills that children learn along the way while in school.

The literature is divided on why girls seem more engaged in school than boys. One perspective emphasizes gender (and class) bias on the part of mostly middle-class, female teachers who evaluate students’ behaviors. Another perspective emphasizes gender socialization —that girls tend to be raised to behave in ways that align with how educators expect all students to behave. Although both can be true, some work using national data casts doubt on the teacher bias narrative by presenting evidence of a direct link between behavioral engagement and later learning. This suggests girls’ higher behavioral engagement likely stems from gendered ways of socializing young children prior to and during elementary school.

Why would boys score higher if they were as engaged as girls?

Since girls are more engaged than boys, equalizing engagement could lead to large reading and math achievement gaps favoring boys. Part of the explanation is that gender gaps on achievement tests have a lot to do with engagement and motivation to take the test itself . If boys were engaged in school more generally, it’s reasonable to believe that would translate to boys wanting to do better on these tests. However, my and other research suggests it’s not likely to be just a question of boys being more intelligent and underperforming because they lack interest in doing well on the test.

What is it then about schools that helps boys, even when they aren’t very engaged? Existing literature helps us understand.

First, girls aren’t encouraged to be interested in the same intellectual pursuits as boys. For example, although explanations of gender STEM gaps vary, research has shown that gender bias can arise through parents’ and teachers ’ own anxieties about STEM subjects and their beliefs about boys’ and girls’ natural abilities in STEM fields. Those early redirections ripple into adulthood— women still lag men in engineering, physical science, and computer science degree attainment –but are not necessarily due to differences in academic ability. For example, a recent study shows that low-achieving men are much more likely to major in physics, engineering, and computer science relative to low-achieving women after accounting for a range of student-level factors.

Second, other behaviors in school are sanctioned and rewarded differently by gender. Girls may be socialized early in life in ways that help them engage in school, but educators and peers informally reward and reinforce hegemonic masculinity and, with it, boys’ superiority and flouting of school rules. For example—as Michela Musto has recently shown us –boys misbehave more than girls in class, but teachers and peers also encourage and reward boys to engage by challenging girls’ perspectives and dominating discussions. In the end? Peers regard (usually white) intelligent boys as much more “exceptional” than otherwise similarly intelligent girls.

Where to go from here?

At the very least, this research challenges the perspective that girls have taken a resounding advantage in educational pursuits due to legal, political, and advocacy movements over the last 50 years. That perspective does correctly recognize the social and economic consequences of ignoring boys’ comparatively languishing behavioral performances in schools. Yet a simple focus on improving boys’ outcomes will certainly uncover remaining constraints on girls in schools and society at large. That will include some interventions that we are aware of, such as encouraging girls to build confidence and aspire to enter STEM fields . Others may be clear only after looking under the gilded veneer of high engagement that helps girls shine in school.

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What about the boys? Addressing educational underachievement of boys and men during and beyond the COVID pandemic

Jaime saavedra, michel welmond, laura gregory.

High-income countries know this all too well: no matter the grade or subject, boys have been underperforming in school compared to girls, and men have become less represented in higher education.  It’s a phenomenon that has been acknowledged in the literature of many high-income countries for decades, and now increasingly observed among middle-income countries. With the devastating impact of the COVID-19 pandemic on education and the deepening of existing inequalities, it is important and timely to better understanding the underachievement of boys and men, in addition to girls and women.  Recent evidence highlights the significant effect of school closures on girls including the estimated 10 million additional girls at risk of child marriage over the next decade. Less is known about the effect on boys due to lacking global research on factors related to their underachievement prior to the COVID-19 pandemic.

A new report from the World Bank takes stock of educational underachievement among boys and men and the contributing factors. The report examines three forms of educational underachievement among boys and men:

• Low levels of participation in education
• Low rates of education completion or graduation
• Low student learning outcomes

How extensive is educational underachievement among boys and men?

In every region of the world, and in almost every country, boys are more likely than girls to experience learning poverty , being unable to read and comprehend a simple text by the age of 10. The differences are substantial in some countries, particularly in the Middle East and North Africa (MENA) region and among middle-income countries. For example, in lower-middle-income countries, the learning poverty rate for boys is 56 percent, compared to 47 percent for girls.

While girls’ underrepresentation in secondary and tertiary education remains a significant issue in some, particularly low-income, countries, there are more than 100 countries in which fewer boys/men than girls/women are enrolled in and complete secondary and higher education. Of the 152 countries with data, 116 (76%) have lower tertiary education enrollment ratios among men compared to women.  Not only are men less likely to participate in tertiary education, but they are also less likely to finish their programs of study. The overall disruption to enrollment and learning from the COVID-19 pandemic is well documented in many countries, and it can be expected that educational challenges will be especially experienced by certain subgroups of students, including boys and men who are underachieving.

Why does it matter?

Educational underachievement of any group has critical implications for individuals and for countries in their efforts to ensure inclusive and equitable quality education for all (Sustainable Development Goal 4) and to build human capital . If there were no underachievement of boys across the world — that is, if boys had the same learning-adjusted years of schooling as girls — a child's long-term annual productivity would be, on average, 1.3 percent higher. Maintained over the course of a decade, this represents an increase in total production of 13.9 percent. In MENA, this would be as high as 33.9 percent. These differences are particularly important considering that there is a strong relationship among boys and men between educational underachievement and economic and social disadvantage.

As the COVID pandemic subsides, addressing increased inequality will be a priority if education development strategies are to be put back on track.  The specific inequality challenge may bear out to be primarily gender related (regarding either boys or girls) in some countries, and thus will require a specific focus.

What explains educational underachievement among boys and men?

The explanations are wide and varied. The report uses three lenses to examine the key factors:

• Labor market influence. Incentives to continue education can be different for men and women. Men may have (or have had) the possibility of finding work without education. While returns to education should generally lead boys and men to continue their studies, this is often not the case. Falling behind and early failures in their education may narrow the potential of boys and men to access higher levels of education, pointing to the importance of promptly addressing potential barriers.
• Social norms. Prevalent social norms that dismiss the importance of education for boys and men provide some of the answers. Much research on the effect of social norms has focused on the concept of “hegemonic masculinity”, which encompasses a set of social norms (for example, emphasizing sexuality, physical strength, and social dominance) that can be at odds with those that are conducive to academic success. Among the theories on how family affects social norms, much has been written about “fatherless” households, where boys tend to experience more educational underachievement, and girls’ educational performance is affected significantly less.
• Characteristics of the education process. Education systems that emphasize the specific needs of each student and that create an inclusive environment free of gender stereotyping benefit both boys and girls. Attention needs to be paid to those specific issues and contexts in educational settings that affect and can mitigate the underachievement of boys and men.

The report finds that poverty accentuates educational underachievement for all, but particularly for boys and men. Socially disadvantaged boys and men are disproportionately affected by educational underachievement.  Boys have also been found to be more sensitive to certain factors of school climate or classroom environment, such as disciplinary problems and lacking student assessment and teacher accountability and appraisal.

What has been done about it?

While the issue has gained attention in high-income countries, very few of those have put in place systemwide policies or programs to address it.

Examples of interventions include quotas for entry to university, raising awareness of work opportunities after graduation, and technical education leading directly to the labor market. However, these interventions have had mixed results. Efforts to modify the influence of social norms have included attempts to create a counter-offensive through peer groups, clubs, parenting programs, and teacher training on social norm. Interventions that target the quality of education, particularly the ability of teachers to motivate and find connections to students’ lives, hold high expectations, and focus on individual talents and needs, appear to be crucial for underachieving boys, while also benefiting underachieving girls. These go beyond any idea of a “boy-friendly” pedagogy, instead recognizing that both boys and girls benefit when learning is high-quality, evidence-based, and scientifically grounded.

Where to now?

Educational underachievement among boys and men requires the attention of policymakers, development agencies, academics and analysts, and the public. This includes concerted efforts to improve the educational experience of all learners, with methods that engage and motivate those at the lower end of achievement — predominantly boys — while also being effective for all students.

More research is needed of the issues of male educational underachievement at the global and national levels, including in-depth country studies, thematic studies (such as on disadvantage, higher education, and the effect of labor markets on educational choices), and applied research to determine the effectiveness of interventions to address educational underachievement.

Research on gender has often viewed girls’/women’s and boys’/men’s achievement in isolation from one another, while a deeper understanding could be gained by studying them together. A more holistic view of gender could yield a complete and useful understanding of education underachievement, thereby avoiding an either/or approach to policies and programming. For example, removing gender stereotypes from curricula materials requires a consideration of prevalent stereotypes of both males and females. Likewise, developing strong readers requires investments in levelled reading material that is ample, varied, and pique the interests of both boys and girls. Taking a more holistic approach to gender and educational underachievement will be particularly important as education systems worldwide develop policies and strategies to address the impact of the COVID-19 pandemic and Accelerate Equality.

Related Link:

• Report: Educational underachievement among boys and men

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Male role models are hard to come by, especially in the classroom

From the time that education moved out of the home and into traditional classrooms, women were expected to teach and gender stereotypes abounded.

Teaching has historically been “women’s work,” and men have statistically stayed out of the classroom. Research has shown that the lack of male educators in early childhood education is greatly influenced by the associations of early education with mothering and being “natural” for women, while men interested in the field were “unnatural” or deviants. However, having men in the classroom can create positive male role models for children, and redefine the idea of masculinity.

There are many barriers that discourage men from becoming teachers though, with pay being one of them. And in the teaching field, early childhood education pays even less. A 2011 study found that low salaries associated with teaching in early childhood education were a primary reason male teachers choose other professions because they are expected to be the primary breadwinners in their families.

Historically, by relegating teaching to women, pay could remain relatively low, or at least lower than what males would require to move into the field. In 2019, the U.S. Census Bureau reports that women still only earn 80 cents to their male counterpart’s dollar. The gender pay gap is clearly not only applicable to education, but it is clear that this has inadvertently made it less likely for men to see teaching as a viable career.

When the deck is stacked against men in education—specifically early childhood—it’s important to listen to the men fighting against gender bias by remaining in the field. We talked to three men about these issues: a teacher, the Executive Director at Pacific Oaks Children’s School , and an alumnus who graduated from Pacific Oaks. They discuss what drew them to the field, what it’s like entering a classroom that they’re not always welcome in, and how they see the classroom evolving.

Andy Smallman, M.A., works to promote ordinary activities that awaken kindness, helping people connect to their true nature and increase peace in the world. Andy is also the founding director of the Puget Sound Community School, an independent school in Seattle designed to help children build on their strengths and nurture their intrinsic motivation.

Victor Soto, M.A.,   is a Master Teacher for The Outdoor Classroom at Pacific Oaks Children’s School and new adjunct professor for Pacific Oaks College School of Education. He has worked in the field of education for the last 22 years including early childhood education and elementary school years. He received his bachelor’s and master’s degree from Pacific Oaks College in Human Development with a specialization in Early Childhood Education (B.A.) and Leadership in Education (M.A.).

Robert Boyman, M.A., has worked in education for the past 25 years, serving as an early childhood educator, overseeing classroom teachers, helping start four schools in lower socio-economic areas, and facilitating training for teachers and families. Boyman joined Pacific Oaks Children’s School in 2014 and in 2017, he became the executive director for the Children’s School. Boyman graduated from the University of La Verne with his Masters in Advanced Studies of Child Development, and is currently working on his Doctorate in Organization Leadership at The Chicago School of Professional Psychology, and his second master’s degree in Advocacy and Social Justice at Pacific Oaks College.

Q: Why did you choose education?

Andy Smallman: I felt drawn to it; in fact, I’ve often referred to it as answering a call.

Robert Boyman: My path was a bit different, I came into early childhood education almost by accident. I was asked if I would like to be in a classroom teaching young children for one month because a teacher was going on maternity leave. I figured I would give it a try, and after my first day, I knew that I would be doing this for the rest of my life.

Victor Soto: My path here was a bit more unexpected, as well. I did not have much success in college after high school. Several years—and an array of various physically demanding jobs—later, my niece, Yadira, was born. It was the first time that I was around an actual baby knowing she would eventually become an adult person. I was drawn to the idea of development.

I had gone back to community college and after taking two courses in child development, I began to see what Piaget and Erikson described as their stages of life and cognitive development. I was amazed watching my niece walk and talk, be curious, explore, experiment, and try new things.

I was hooked on this idea of helping children to grow and develop. I continued my own education, specifically in child development with an emphasis in early childhood education.

Q: Did you feel like you were bucking the system as a male entering early childhood education?

Soto : The entire time I worked in school, I was surrounded by mostly women, with only a few male teachers. In college, there were mostly female students, even in my general education classes. So, it did not surprise me that I was one of few, if not the only male in the room.

Boyman:  I didn’t really feel as if I was bucking the system when I first started, probably because I didn’t know enough at the time, but the longer I worked in the field it became very clear to me that men had a different set of standards and rules that they needed to follow.

Q: Did you experience any bias when choosing education—from friends, family, colleagues, mentors?

Smallman : There were standard kinds of comments from people about education not being lucrative, and that old joke about people going into teaching because they can’t do anything else. But those bounced off of me quite easily, because of how sure I was in teaching being my calling.

Soto: For me, it’s the subtlety in their tone and comments that make me uncomfortable. It’s also very similar when anyone asks:

Anyone: What do you do?

Me: I am a teacher.

Anyone: Oh what grade do you teach?

Me: 2 through 5-year-olds.

Anyone: Oh (insert crickets).

Me: I also teach college students.

Anyone: That’s amazing!

Boyman: Parents also have their biases. I’ve had children pulled out of my program because parents didn’t want their child taught by a male. Not to mention that all interactions I had with the children were carefully monitored by everyone else. To the point that it made me feel like I was doing something wrong.

Consequently, I only know about seven males in early childhood education. I have been doing a great many conferences and in a room of 50, if there are any men present, it is normally no more than two or three.

Q: How have you seen a change in perception, representation, or interactions throughout your career?

Boyman : I have seen a change in people engaging in the conversation of men being in the field. I feel that we are at the beginning of this road and within the next five to 10 years we might see a difference in regards to the number of men working in the classroom.

There is still a great deal of work to do. For example, I went to a leadership conference and during lunch the women at my table asked me what it was like to be a male in early childhood education, so I shared my story. When I was done they shared why they do not want men working at their schools, and most of the reasoning was very much in line with social stigmas.

Soto: Wow, yes, I agree: there has been a small change but clearly not big enough. More times than not, I hear from other teachers and administrators how lucky we are at the Children’s School because there are four male teachers where they do not have a single one.

Q: Did you find it difficult to find employment because of your gender or did you find this to be a selling point?

Smallman: Even before starting at Pacific Oaks, I think being male actually benefitted me in getting a job. There just weren’t a lot of men applying for after school and teaching assistant jobs, especially men with empathy for children.

Soto : I agree. I had a similar experience and, in retrospect, I think the fact that I am a guy working in early childhood has always helped me get a job. At a much younger age, not fully knowing how unbalanced gender in this field was, it wasn’t on my radar. But now I can see it.

Q: One of the reasons that research suggests that men don’t go into ECE is because of the low salaries associated and the belief that men are expected to be the primary breadwinner in their families. I know some of you work in administration, was that a conscious decision or a natural progression?

Boyman: I used to lay awake at night, wondering if I had made the correct life choice. I love what I do, and I understand the importance of the work early childhood educators do, but I felt like I was failing. I made a mental note that I needed to be out of the classroom by the time I was 30, then 35, then 40, and finally 45.

The reality is the whole field is underpaid. When you add societal expectations that money is very important and you need to provide for your family—otherwise you are not successful—it is very difficult to keep focus and stay in the field.

Soto: Being a parent of two boys and a husband to a wife, it is unsaid that I need to be a provider. But can you imagine trying to do that on $12-$15 an hour, which is often what teachers—especially without a graduate degree—are making?

I think the low pay reflects the low value that society has placed on early childhood education and the people who work in this field because they’ve traditionally been women. But, now that men are joining the field, can you imagine what message it would send if suddenly teachers in early childhood education were to get paid more just to attract more male figures? What would that say to all these women who have dedicated their careers to this field?

Q: What unique benefits do children encounter by having male role models in the classroom?

Smallman: Generally speaking, the more diversity children have access to, the better. Specifically speaking to having male role models, the first thing that comes to mind is at a young age children don’t see the standard gender stereotype of teachers/nurturers being female.

Boyman: I agree, through exposure to men in the early childhood education classroom, societal stereotypes can begin to change. This diversity is very important for children and families to be exposed to. I also feel one of the other benefits is that males tend to relate to developmentally appropriate boy behavior instead of looking at it as “behavioral issues.”

Soto: I so believe that there is something about being around a male adult in a classroom of young children that changes the traditional dynamic. There is a noticeable difference in the child who does not have a father figure, as well. I have experienced this from both boys and girls. They long for the attention and affection, and I can give that in a constructive way.

It’s also just about breaking down stereotypes. It’s like watching a dad come to volunteer in the classroom, suddenly, the majority of the children want to be that person: his career and everything. One of the main benefits is simply visibility.

Early child education programs

Our selection of  early childhood education programs  includes both B.A. and M.A. programs that are available on campus and online:

• B.A. in Early Childhood Education ( Pasadena ,  Online )
• B.A. in Early Childhood Education: Trauma Studies ( Pasadena ,  Online )
• B.A. in Early Childhood Education: STEAM ( Pasadena ,  Online )
• B.A. Early Childhood Education: Elementary Education and Special Education ( Pasadena ,  Online )
• B.A. Early Childhood Education: Elementary Education ( Pasadena ,  Online )
• M.A. in Early Childhood Education ( Pasadena ,  Online )
• M.A. in Early Childhood Education: Organizational Leadership and Management ( Pasadena ,  Online )
• M.A. in Early Childhood Education: Trauma Studies ( Pasadena ,  Online )
• Early Childhood Education Certificate in STEAM ( Pasadena )

Learn more about Pacific Oaks College

If you would like to learn more about the early childhood education programs available at Pacific Oaks, fill out the form below to request more information, or you can apply today through our application portal .

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Male Teachers Play an Important Role in the Future of Education

Men play a critical part in improving education systems when they become teachers. In a profession where women are the majority, male teachers diversify the education workforce and make a significant impact as role models for children.

The teaching profession is expected to grow 4% or more in the next decade at all teaching levels. As such, there are many opportunities for men in education. However, recent data shows that while there is ample opportunity for male teachers, there’s still a shortage in supply.

Gender Diversity in Education

Although the importance of men in education has been recognized, little has changed over the past two decades. Women held about 76% of all teaching positions in public schools in 2017-2018, according to the National Center for Education Statistics (NCES). At the elementary school level, male teachers accounted for only 11% of all teachers.

The NCES data also shows the number of male teachers dropped at both the elementary and secondary education levels between the 1999-2000 school year and 2017-2018.

Polly Manske, Assistant Professor in the Marian University Department of Education and Director of Competency Based Education, said that trend is ready to change in the coming years.

“More and more men are finding that a career in teaching is an opportunity to make a difference, not only in the immediate future of their students but also long-term,” said Manske. “Serving as a role model, exemplifying active listening and empathy, and supporting the development of both critical thinking and effective communication are all key life-long impacts that a teacher can have on his students.”

The Importance of Men in Education

Sometimes, the mere presence of men in the classroom can help students. According to studies cited by the Australian Association for Research in Education (AARE), having male and female teachers contributes to children’s gender knowledge. Having men in the classroom is particularly important as they allow students “to observe men who are non-violent and whose interactions with women are positive.”

Other advantages of male teachers in the classroom, according to the AARE, include the following.

• Having both male and female teachers gives students the chance to learn from others they perceive as similar. This can foster a sense of belonging and reduce instances of disruptive behavior.
• Some students will see teachers as role models to better understand how to interact with adults who are different from themselves positively.
• A diverse workforce “can enhance decision-making processes and drive positive outcomes,” according to AARE, because people from different backgrounds see challenges in different ways. A diverse workforce also can improve job satisfaction.
• AARE also writes that the “presence of male teachers may help promote alternative, non-violent, and gender-equitable versions of masculinity,” adding that men who work as teachers “can help to break down the polarized differences that foster gender inequalities.”

The research suggests that both male and female teachers contribute to a well-rounded education and a child’s social-emotional development. A number of factors contribute to the dearth of male teachers, especially at the grade-school level. “A big one,” says Ethan Zagore in a USA Today article , “is that many people just fundamentally — consciously or subconsciously — believe the role of an elementary teacher is better suited for women.”

Marian University Degree Programs for Teachers

Marian University offers undergraduate and graduate education degrees suited for both career-switchers and those launching a first career.

These programs include a Bachelor of Science in Elementary-Middle Education and a Bachelor of Science in Middle-Secondary Education . The university also offers an online Master of Arts in Education – Teacher Education and an online Master of Arts in Education – Special Education .

Marian University accepts master’s applicants with any bachelor’s degree.  Men with math and science bachelor degrees are especially in demand to teach and thrive at Marian. Students learn how to become teachers through intensive classroom experiences in their hometown.

While the job is an attractive career choice for men, getting more of them to become teachers may require a change in how society and culture depict educators. Writing in EdSource , California teacher Josh Brown said he uses sports to connect with his male students. But he noted that male teachers need a more positive depiction in society.

“If we want to persuade more men to become educators,” he wrote, “our society should celebrate and respect male teachers in the same way we idolize sports figures and celebrities.”

Men who want to start changing the teaching profession can earn a bachelor’s or master’s degree in education. Becoming a male teacher not only provides them with a rewarding career path, but it also contributes to improvements for schools and students.

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Boys in crisis: Schools are failing young males. Here's what needs to change in classrooms

Imagine being bombarded with a chorus of, “pay attention. stop fidgeting. don’t touch that” yet, that’s what many boys experience in school each day..

In a recent  New York Times essay, “It’s Become Increasingly Hard for Them to Feel Good About Themselves,” Thomas Edsall reviews a variety of research studies highlighting the plight of young men in the United States. As a front-line educator who has worked in boys’ schools for 30 years and served as the head of a boys’ school for the past 20 years, I’ve been an unhappy witness to this dilemma.

Data supports the claim that boys are falling behind, and dramatically so. For example, there is a growing gender gap in high school graduation rates. According to the Brooking Institution, in 2018, about 88% of girls graduated on time , compared with 82% of boys.

For college enrollment, the gender gap is even more striking, with men now trailing women in higher education at record levels. Last year, women made up 60% of college students while men accounted for only 40%, according to statistics from the National Student Clearinghouse . College enrollment in the United States has declined by 1.5 million students over the past five years, with men accounting for 71% of that drop.

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The circumstances effecting these outcomes start much earlier in life, during a boy’s formative years. A  study from 2013 points to family structure as a driver of boys’ behavior and reported that by eighth grade, for children raised by single mothers, the school suspension rate is 25% higher for boys than girls.

That’s not to say that there aren’t legions of single moms doing a fantastic job raising their kids. But, undeniably, there’s an “absence of dads” crisis in our country.

According to the U.S. Census Bureau, 18.3 million children, or 1 in 4, live without a biological, step or adoptive father in the home .

There’s a lack of male role models in our schools, too. As of 2018, only 24% of all K-12 teachers were men, according to the National Center for Education Statistics . 

The structure and climate in our schools are equally important influencers when it comes to scholastic success for young men. A major 2015 study , which collected data from nearly 5,000 subjects, concluded that school environments may be more attuned to feminine-typed personalities, making it generally easier for girls to achieve better grades in school.

Boys face more discipline

A 2016 report from the American Sociological Association concluded that the way teachers respond to boys' behaviors plays a significant role in shaping their educational outcomes years later. The study found that elementary school boys had much greater exposure to negative school environments compared with girls. And in high school, boys reported significantly higher rates of grade repetition and lower educational expectations.

Given that boys are more likely to be held back and punished, it’s easy to understand why teachers might approach male students with certain unconscious biases, which may translate into self-fulfilling outcomes.

Imagine being bombarded with a constant chorus of, “Pay attention. Stop fidgeting. Don’t touch that!” Yet, that’s what many of our boys experience in school every day.

I’m not suggesting that school structure should be relaxed. A structured learning environment is very important for boys, but this can be achieved in concert with using teaching techniques that work especially well for boys.

Craft lessons with boys in mind

We know that boys benefit from introducing lessons through dramatic points of entry that grab their attention. We know that boys are kinesthetic learners who benefit from hands-on activities where they learn by touch, exploration and manipulation.

The absence of these opportunities during the pandemic when so many students were learning online has had a considerable impact on educational advancement, especially so for boys. 

In all-boys schools and classrooms, where teachers are focused on the unique social, emotional and learning needs of boys, young men are thriving. But I’m not issuing a rallying cry to nationalize single-gender education.

All-boys and all-girls schools work well for some students and not as well for others. Exploring different schooling options for your child is just common sense.

What I am saying is that within almost any school setting, there’s room to improve our practices to ensure boys aren’t being unintentionally marginalized or excluded. Working to make our classrooms more boy-friendly is an important step in resolving the crisis young men face in our country.

Christopher Brueningsen has been a private school educator for 30 years, and since 2002 is the head of The Kiski School, an all-boys boarding school near Pittsburgh.

You can read diverse opinions from our Board of Contributors and other writers on the Opinion front page , on Twitter @usatodayopinion and in our daily Opinion newsletter . To respond to a column, submit a comment to [email protected].

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Building a Gender-Balanced Workforce: Supporting Male Teachers

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When Javier, a kindergarten teacher, leads morning meeting, he begins with a mindfulness exercise to prepare the 27 energetic and curious children in his classroom to be present with each other. Throughout the day, Javier’s gentle demeanor balances and supports the exuberance of the children in his care.

Javier knows he is fortunate—many male early childhood educators are the only ones working at their sites, but Javier is one of several on the staff at his small public elementary school. When asked to reflect on what his role as a male teacher means for his students, Javier offers, “I’m showing them that not every man is scary or somebody that isn’t dependable. That a man is someone who can say ‘Good job! I notice how you did this.’ Men can give you advice or can be encouraging or nurturing and give you, like, a hug. You know, a side hug.”

According to the US Bureau of Labor Statistics (2019), fewer than 3 percent of preschool and kindergarten teachers are men—and this figure has not changed substantially in recent decades (US Bureau of Labor Statistics 1995). Male early childhood teachers like Javier find themselves and their work received in a variety of ways. Some colleagues and families offer affirmation and support, while others treat male early childhood educators with curiosity or suspicion. Wanting to understand the intrinsic and extrinsic factors that impact men’s decisions to teach in early childhood, we spent two years studying the experiences of male early childhood educators in New York City.

We embarked on this research to learn more about the circumstances that impact recruitment and retention, including how professional development and mentoring experiences can support the growth of these educators’ practice. To become excellent early childhood educators, male teachers require the same preparation and ongoing professional development as female teachers. However, because of their current scarcity in the field, male educators may also require intentional supports that address the particular circumstances they face related to bias and isolation. This article documents some of the joys and challenges that male early childhood teachers experience, and offers concrete recommendations for policy and practice that can be implemented to increase gender balance in the field.

As young children grow, they need to know that people of all genders have an important role to play in their care and education. Early childhood education plays a critical part in young children’s gender identity development (Solomon 2016). When young children do not have relationships with male teachers and caregivers, traditional gender stereotypes are reinforced, particularly as they relate to children’s understanding of who is responsible for their growth and learning (Aina & Petronella 2011; Brownhill & Oates 2016).

Children experience a range of models of femininity and womanhood though their exposure to a variety of female educators and caregivers. When young children do not experience a comparable range of models of masculinity, their view of what it means to be a boy or a man may be monolithic or incomplete (Giese 2018). As they grow, all children need to see and be part of relationships in which male children and adults are allowed to be emotionally expressive and deeply connected; this is especially true for children who identify as male, since our culture often discourages them from such expression (Way 2013). Improving the gender balance of the early childhood workforce would provide all children with a richer variety of role models at this critical time in their gender identity development (Drudy 2008).

A Note on Gender

Throughout this article, we refer to male and female educators and children as well as to notions of masculinity. We recognize that the labels of “male” and “female” suggest that gender is binary and do not encompass the range of gender identities that exist; we also acknowledge the complexities and contradictions such binaries reinforce.

When arguing for the need to increase the numbers of men working in early childhood education, we do not mean to promote an essentialized view of gender, as if only male educators can provide young children with models of masculinity. Our argument for the need for more male educators in the profession is grounded in a desire to offer young children a more multifaceted experience of gender throughout their care and education. The harms caused by a culture of toxic masculinity are increasingly visible (Clemens 2018; Giese 2018), and the effort to create a more gender- balanced workforce seems more important all the time. As we build the profession, we seek to offer all young children a healthy and supported environment in which to grow, learn, and become themselves.

A place-based study of male educators

The goal of our two-year study was to understand the conditions that support or constrain male early childhood educators. To create a detailed picture of their experiences, we collected data in various forms, including from a questionnaire, interviews, and focus groups. (All of the narratives in this article come from these sources.) Although our study was limited to New York City, we sought participants who worked at a variety of site types—NYC Department of Education schools, community-based organizations, and a few tuition-based programs—and who educated children in a range of neighborhoods with low, medium, and high levels of economic supports and resources. Our participants held a variety of positions—assistant teachers, paraprofessionals, coteachers, lead teachers—and they had a range of levels of experience working in the field: 10 percent of our participants were in their first year in the classroom, while 40 percent had worked with young children for more than 10 years.

We began our data collection by distributing a lengthy questionnaire to 81 male early childhood teachers. Although this sample size seems small, we had to reach out to 82 sites just to find this many male early childhood educators. Interestingly, though many of the centers we initially contacted employed no male educators, several of the sites employed a number of men, perhaps reflecting a hiring priority on the part of administrators to develop a more gender-balanced teaching team. The questionnaire was completed by 46 respondents and gathered quantitative and qualitative data about the educators’ career trajectories, teacher preparation, compensation, professional development experiences, and mentoring.

After analyzing the questionnaire data, we began a series of interviews. We interviewed early childhood administrators, both male and female, to gain their perspectives on the experiences of their male staff and to gather their recommendations for increasing male participation in the early childhood workforce. Next, we completed interviews with 16 male early childhood educators who represented a cross section of our questionnaire participants. Interviewees provided more in-depth narratives about the topics covered in the questionnaire and their reflections on gender and masculinity in their work as male educators.

During the course of our outreach to identify research participants, we learned that one male administrator (the fourth author) working at a multisite agency had convened semiregular meetings of a cohort of male early childhood educators. In our analysis of the interview data, we learned that many of our participants felt isolated and would benefit from joining with other male educators to discuss the particular circumstances of their work as male educators. To learn more about how this support group functioned for the male educators, we conducted a focus group with the participants. In the final section of this article, we describe our recommendations for replicating this model.

Finally, we developed a draft of the implications for policy and practice that emerged from our study and convened a focus group of early childhood administrators to gather their feedback about our findings and implications. Their insights were invaluable in helping us to refine our recommendations to improve the recruitment and retention of high-quality male early childhood educators.

The pressure and promise of being a “male role model”

The participants in our study reported that they are frequently told their commitment to their work is especially important because they are serving as male role models. Many of the men expressed pride at this mantle—pride that can offset the disappointment of working in a profession that is not respected or compensated as it should be.

Some participants specifically felt positive about providing a male presence in the lives of children who do not live with their fathers. One participant explained that many of the children in his program

come from a socioeconomic background where the father is not present in many homes. . . . So I take on the role of a father. For example, I’ve had many parents come in and say, “I’m not with their father. The father is not in the picture. So I’m really happy . . . [my child has] a man for a teacher.”

In the opening vignette, Javier similarly expressed satisfaction in being able to serve as a consistent and nurturing presence in the lives of young children, especially for young children whose primary early attachments are with women.

Male early childhood educators also often feel valued because of the assumption that their presence is a tool for classroom management. One male special educator recalled that a mother told him, “Use the male figure voice, because his grandpa, my father, does that to him and he listens.” Other participants in our study echoed this sentiment, explaining that colleagues, families, and administrators expect that their presence will bring order and discipline to the classroom.

Yet, in the context of an early childhood classroom, many male educators are equally aware that their presence can be experienced as intimidating. One participant explained, “I’m not normally a person who raises their voice a lot. But when I do . . . I feel like I have to be more careful. I don’t want to come off as being scary or scaring a kid.” Remaining calm and caring when helping children resolve conflicts or responding to challenging behavior is, of course, best practice for all educators—but this male educator shows that even a small slip in his professional demeanor may be perceived as having serious consequences. Thus, male educators feel that they must walk a fine line, expected to deploy their masculinity as a tool of control while also providing a caring model of attachment.

Male educators under suspicion

While many participants find it highly gratifying to serve as a positive example, Javier’s story in the opening vignette highlights a tension that many male early childhood educators feel. Javier felt gratified at being able to offer a hug to comfort a child, but he quickly self-corrected to explain that his affection would be expressed as a “side hug.” Nearly all of the male educators we interviewed for this study reported that they had faced some amount of suspicion, sometimes leading to serious accusations, as a result of their decision to work with young children. One participant recalled being advised by his first supervisor,

You’re amazing. You’re good with the kids. But to protect yourself, just make sure if somebody needs to use the bathroom or needs changing to call somebody for help, or make sure that somebody’s there with you. Because you’re a male and you just want to avoid any issues.

Another participant shared his female colleague’s caution that “if a child says I touched the child, the parent’s not going to think anything. But if they hear that you did, then that would seem weird.” Many of our participants reported facing this double standard. When working with young children, educators express their nurturance through positive, healthy touch. Yet when asked why more men do not enter the field, one participant explained, “A lot of these guys now don’t want to teach because of all the bad things that are happening. Especially the little kids! They don’t want to teach the little kids.” When male educators attempt to express affection for young children, they may face scrutiny and suspicion that puts their livelihoods and reputations at risk.

Another participant hoped that his presence as a male educator could allow him to offer a more complex expression of gender, showing that men can behave in ways that are often thought of as feminine as well as in masculine ways. He explained,

They want to see that I am rough and I’ll be tough on them if I need to, but at the same time, present this piece of tenderness. . . . So I’m playing two different roles here. I can be both of those things at the same time. I’ll give you a hug to show what it means that I can be both sides, that any male can be both sides.

Ultimately, if we want men to join and remain in the early childhood workforce, we must confront the pressures that inhibit male educators from bringing their full selves to the classroom.

Supporting male early childhood educators

Many participants in our research cited inadequate wages and benefits as an explanation for why there are so few men in the field of early childhood. The low status of the profession and levels of compensation are endemic to the field and a problem for male and female educators alike (Whitebook, McLean, & Austin 2016). Nonetheless, the male educators we interviewed were all deeply committed to working with young children despite these challenges. In addition to addressing issues of compensation, however, several recommendations emerged from our study that would directly address challenges to the recruitment and retention of male early childhood educators.

Targeted recruitment

In New York City, programs like the NYC Teaching Fellows program have addressed high-needs areas in education (e.g., math, special education, bilingual education) by engaging in targeted recruitment and providing tuition remission and other supports for qualified individuals who make a commitment to working in these areas. The field of early childhood would benefit from programs like this to attract male educators.

Additionally, while our sample was small, we found that compared with their White and Asian American peers, far fewer African American and Latino male educators held the positions of lead teacher or coteacher; on average, they also had lower levels of educational attainment. Given recent research demonstrating the great benefits for all children in having a more racially diverse and representative education workforce (Cherng & Halpin 2016), development of the early childhood pipeline should prioritize African American and Latino male educators. New programs like NYC Men Teach seek to bring men of color into K–12 classrooms, but they have not yet focused on recruiting men into early childhood education specifically.

NYC Men Teach

NYC Men Teach was launched by the Office of the Mayor’s Young Men’s Initiative in 2015, with the goal of adding 1,000 Black, Latino, and Asian American teachers to public school classrooms across the city. In partnership with the NYC Department of Education, the City University of New York, and other local colleges and organizations, NYC Men Teach supports aspiring educators and offers mentorship, pathways to certification and other professional development, networking opportunities, and more. Learn about their programs at https://nycmenteach.org .

Professional development for administrators

The male educators we interviewed were best able to thrive when they worked for administrators who were sensitive to the particular pressures they face. Mentoring by both male and female administrators helped our participants to navigate challenging situations, such as when families expressed discomfort with their presence in the classroom. Many of the administrators we interviewed made a specific effort to hire and mentor male educators because they saw the great value of a gender-balanced workforce at their sites. However, the majority of early childhood sites we initially contacted did not employ any male educators.

While it appears to be true that few men seek to enter the field, administrators’ unconscious biases about men who wish to work with young children may also have an impact. Professional development experiences could offer early childhood administrators opportunities to understand the value of a more gender-balanced workforce and to build the skills administrators need to mentor and support men working in the profession.

Support groups for male early childhood educators

To begin to address issues of racial justice, many institutions have developed race-based affinity groups to encourage people to explore issues of privilege and oppression in safe spaces (Parsons & Ridley 2012). As men are a distinct minority in the field of early childhood education, they may benefit from the development of support groups specifically for male educators.

The fourth author worked as an administrator at an agency that operated multiple early childhood sites. Because each site included only one male educator, he saw the need to create a structure that would allow them to collectively process some of the particular issues they faced as male educators.

Initially, the administrator created a cohort specifically for male educators of color, but later the group was expanded to include a White male educator who faced many of the same issues the others were exploring. The cohort began by establishing healthy norms for their discussions (see “Establishing a Support Group” on this page). They developed a sense of solidarity by sharing the narratives of their own educational and career trajectories.

As the meetings continued, the administrator facilitated the sessions to enable the male educators to talk through what he called “dilemmas of practice.” Participants shared and generated strategies for dealing with issues such as what to do when children want to sit on the teacher’s lap; how to respond to a parent who does not recognize a male educator as the teacher; and how to manage the expectation that male educators will do physical labor (e.g., moving boxes) that takes them out of the classroom.

Establishing a Support Group

• Maintain confidentiality
• Engage in accountable talk that is respectful of male educators and colleagues
• Have the courage to be vulnerable; by sharing feelings and experiences fully and candidly, all participants have the opportunity to gain insight and support
• Be generous and willing to take risks
• Reflecting on personal educational and career trajectories
• Sharing dilemmas of practice
• Developing strategies for responding to challenges
• Networking and career planning
• Exploring intersectional identities (e.g., gender, race, sexuality)

After each meeting, the administrator distributed notes from the session, which helped participants to continue to reflect on their work together.

At our focus group with the men’s cohort, participants shared that they had gained invaluable support from these sessions. As one participant reflected, “Since this field has mostly been more devoted towards women, they can’t really relate to a lot of things that us men go through. So when we want to talk about it, we can’t really talk about it to them because they haven’t experienced those things.” Another participant described the men’s cohort as a “safe space” where he had the opportunity to be vulnerable and to learn how other male educators handled the specific challenges that result from being one of a few men working in the field. The primary obstacle the group faced was that their time for professional development was limited, and the men’s cohort meetings could be seen as conflicting with their need to attend workshops with their female colleagues. Despite these challenges, the positive potential of this program should be explored further and replicated elsewhere.

Despite the obstacles, many of the men in our study described the great sense of pride and power that comes from contributing to this important field. One participant reflected,

Do I ever ask myself, “Why am I a guy teaching preschool?” Sometimes I do. But the positive feelings I get from this job outweigh any negative feelings. . . . I can’t picture myself, like, working as a trader in a stock market. Because I wouldn’t be working with people anymore. In the business world, the bottom line is how much money can you make for the company. . . . In education, the bottom line is how many children can you help? . . . In what other profession do you know that the work you do now will forever affect the students you teach into their future?

In order to increase gender balance, we must be intentional and proactive in how we recruit and retain men in the field—especially men of color. In this article, we have suggested some concrete actions that we hope will inform efforts to build the profession in ways that will benefit children, families, and educators.

Aina, O.E., & A.C. Petronella. 2011. “Why Does Gender Matter? Counteracting Stereotypes with Young Children.” Dimensions of Early Childhood 39 (3): 11–19.

Brownhill, S., & R. Oates. 2016. “Who Do You Want Me to Be? An Exploration of Female and Male Perceptions of ‘Imposed’ Gender Roles in the Early Years.” International Journal of Primary, Elementary and Early Years Education 45 (5): 658–70.

Cherng, H.S., & P.F. Halpin. 2016. “The Importance of Minority Teachers: Student Perceptions of Minority versus White Teachers.” Educational Researcher 45 (7): 407–20.

Clemens, C. 2018. “Toxic Masculinity Is Bad for Everyone: Why Teachers Must Disrupt Gender Norms Every Day.” Teaching Tolerance . www.tolerance.org/magazine/toxic-masculinity-is-bad-for-everyone-why-teachers-must-disrupt-gender-norms-every-day .

Drudy, S. 2008. “Gender Balance/Gender Bias: The Teaching Profession and the Impact of Feminisation.” Gender and Education 20 (4): 309–23.

Giese, R. 2018. Boys: What It Means to Become a Man . Toronto, ON: HarperCollins.

Parsons, J., & K. Ridley. 2012. “Identity, Affinity & Reality.” Independent School 71 (2): 38–47.

Solomon, J. 2016. “Gender Identity and Expression in the Early Childhood Classroom.” Young Children 71 (3): 61–72.

US Bureau of Labor Statistics, Department of Labor. 1995. “Labor Force Statistics from the Current Population Survey.” https://www.bls.gov/cps/aa1995/aat18.txt

US Bureau of Labor Statistics, Department of Labor. 2019. “Labor Force Statistics from the Current Population Survey.” https://www.bls.gov/cps/cpsaat11.htm .

Way, N. 2013. Deep Secrets: Boys’ Friendships and the Crisis of Connection . Cambridge, MA: Harvard University Press.

Whitebook, M., C. McLean, & L.J.E. Austin. 2016. Early Childhood Workforce Index 2016 . Berkeley, CA: Center for the Study of Child Care Employment, University of California at Berkeley.

Note: This study was funded by a grant from the Foundation for Child Development. The authors would also like to acknowledge the invaluable feedback and support of their colleagues in the NYC Early Childhood Research Network—a project of the NY Early Childhood Professional Development Institute.

Photographs: 1, 2 © Getty Images; 1 © Ken Alswang

Copyright © 2019 by the National Association for the Education of Young Children. See Permissions and Reprints online at NAEYC.org/resources/permissions.

Kirsten Cole , PhD, is a teacher, researcher, and parent based in Brooklyn, New York. She has the pleasure to teach and learn with her students as associate professor of early childhood education at Borough of Manhattan Community College (BMCC), part of the City University of New York.

Jean-Yves Plaisir , EdD, is full professor at BMCC. He teaches coursework in teacher education with an international research focus on men’s experiences in early learning environments.

Mindi Reich-Shapiro , PhD, is assistant professor of early childhood education at BMCC. Dr. Reich- Shapiro has been teaching and coaching pre-service and in-service early childhood educators in New York City for more than 20 years.

Antonio Freitas is adjunct professor in the teacher education department of BMCC and a senior content manager on the US Social Impact Team at the Sesame Workshop. He has worked to create, implement, and refine early childhood education professional development programs at organizational, city, and national levels.

Vol. 74, No. 4

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What’s the point of education? It’s no longer just about getting a job

Researcher for the University of Queensland Critical Thinking Project; and Online Teacher at Education Queensland's IMPACT Centre, The University of Queensland

Disclosure statement

Luke Zaphir does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

University of Queensland provides funding as a member of The Conversation AU.

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This essay is part of a series of articles on the future of education.

For much of human history, education has served an important purpose, ensuring we have the tools to survive. People need jobs to eat and to have jobs, they need to learn how to work.

Education has been an essential part of every society. But our world is changing and we’re being forced to change with it. So what is the point of education today?

The ancient Greek model

Some of our oldest accounts of education come from Ancient Greece. In many ways the Greeks modelled a form of education that would endure for thousands of years. It was an incredibly focused system designed for developing statesmen, soldiers and well-informed citizens.

Most boys would have gone to a learning environment similar to a school, although this would have been a place to learn basic literacy until adolescence. At this point, a child would embark on one of two career paths: apprentice or “citizen”.

On the apprentice path, the child would be put under the informal wing of an adult who would teach them a craft. This might be farming, potting or smithing – any career that required training or physical labour.

The path of the full citizen was one of intellectual development. Boys on the path to more academic careers would have private tutors who would foster their knowledge of arts and sciences, as well as develop their thinking skills.

The private tutor-student model of learning would endure for many hundreds of years after this. All male children were expected to go to state-sponsored places called gymnasiums (“school for naked exercise”) with those on a military-citizen career path training in martial arts.

Those on vocational pathways would be strongly encouraged to exercise too, but their training would be simply for good health.

Read more: Guide to the classics: Homer's Iliad

Until this point, there had been little in the way of education for women, the poor and slaves. Women made up half of the population, the poor made up 90% of citizens, and slaves outnumbered citizens 10 or 20 times over .

These marginalised groups would have undergone some education but likely only physical – strong bodies were important for childbearing and manual labour. So, we can safely say education in civilisations like Ancient Greece or Rome was only for rich men.

While we’ve taken a lot from this model, and evolved along the way, we live in a peaceful time compared to the Greeks. So what is it that we want from education today?

We learn to work – the ‘pragmatic purpose’

Today we largely view education as being there to give us knowledge of our place in the world, and the skills to work in it. This view is underpinned by a specific philosophical framework known as pragmatism. Philosopher Charles Peirce – sometimes known as the “father of pragmatism” – developed this theory in the late 1800s.

There has been a long history of philosophies of knowledge and understanding (also known as epistemology). Many early philosophies were based on the idea of an objective, universal truth. For example, the ancient Greeks believed the world was made of only five elements: earth, water, fire, air and aether .

Read more: Where to start reading philosophy?

Peirce, on the other hand, was concerned with understanding the world as a dynamic place. He viewed all knowledge as fallible. He argued we should reject any ideas about an inherent humanity or metaphysical reality.

Pragmatism sees any concept – belief, science, language, people – as mere components in a set of real-world problems.

In other words, we should believe only what helps us learn about the world and require reasonable justification for our actions. A person might think a ceremony is sacred or has spiritual significance, but the pragmatist would ask: “What effects does this have on the world?”

Education has always served a pragmatic purpose. It is a tool to be used to bring about a specific outcome (or set of outcomes). For the most part, this purpose is economic .

Why go to school? So you can get a job.

Education benefits you personally because you get to have a job, and it benefits society because you contribute to the overall productivity of the country, as well as paying taxes.

But for the economics-based pragmatist, not everyone needs to have the same access to educational opportunities. Societies generally need more farmers than lawyers, or more labourers than politicians, so it’s not important everyone goes to university.

You can, of course, have a pragmatic purpose in solving injustice or creating equality or protecting the environment – but most of these are of secondary importance to making sure we have a strong workforce.

Pragmatism, as a concept, isn’t too difficult to understand, but thinking pragmatically can be tricky. It’s challenging to imagine external perspectives, particularly on problems we deal with ourselves.

How to problem-solve (especially when we are part of the problem) is the purpose of a variant of pragmatism called instrumentalism.

Contemporary society and education

In the early part of the 20th century, John Dewey (a pragmatist philosopher) created a new educational framework. Dewey didn’t believe education was to serve an economic goal. Instead, Dewey argued education should serve an intrinsic purpose : education was a good in itself and children became fully developed as people because of it.

Much of the philosophy of the preceding century – as in the works of Kant, Hegel and Mill – was focused on the duties a person had to themselves and their society. The onus of learning, and fulfilling a citizen’s moral and legal obligations, was on the citizens themselves.

Read more: Explainer: what is inquiry-based learning and how does it help prepare children for the real world?

But in his most famous work, Democracy and Education , Dewey argued our development and citizenship depended on our social environment. This meant a society was responsible for fostering the mental attitudes it wished to see in its citizens.

Dewey’s view was that learning doesn’t just occur with textbooks and timetables. He believed learning happens through interactions with parents, teachers and peers. Learning happens when we talk about movies and discuss our ideas, or when we feel bad for succumbing to peer pressure and reflect on our moral failure.

Learning would still help people get jobs, but this was an incidental outcome in the development of a child’s personhood. So the pragmatic outcome of schools would be to fully develop citizens.

Today’s educational environment is somewhat mixed. One of the two goals of the 2008 Melbourne Declaration on Educational Goals for Young Australians is that:

All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

But the Australian Department of Education believes:

By lifting outcomes, the government helps to secure Australia’s economic and social prosperity.

A charitable reading of this is that we still have the economic goal as the pragmatic outcome, but we also want our children to have engaging and meaningful careers. We don’t just want them to work for money but to enjoy what they do. We want them to be fulfilled.

Read more: The Melbourne Declaration on Educational Goals for Young Australians: what it is and why it needs updating

And this means the educational philosophy of Dewey is becoming more important for contemporary society.

Part of being pragmatic is recognising facts and changes in circumstance. Generally, these facts indicate we should change the way we do things.

On a personal scale, that might be recognising we have poor nutrition and may have to change our diet. On a wider scale, it might require us to recognise our conception of the world is incorrect, that the Earth is round instead of flat.

When this change occurs on a huge scale, it’s called a paradigm shift.

The paradigm shift

Our world may not be as clean-cut as we previously thought. We may choose to be vegetarian to lessen our impact on the environment. But this means we buy quinoa sourced from countries where people can no longer afford to buy a staple, because it’s become a “superfood” in Western kitchens.

If you’re a fan of the show The Good Place, you may remember how this is the exact reason the points system in the afterlife is broken – because life is too complicated for any person to have the perfect score of being good.

All of this is not only confronting to us in a moral sense but also seems to demand we fundamentally alter the way we consume goods.

And climate change is forcing us to reassess how we have lived on this planet for the last hundred years, because it’s clear that way of life isn’t sustainable.

Contemporary ethicist Peter Singer has argued that, given the current political climate, we would only be capable of radically altering our collective behaviour when there has been a massive disruption to our way of life.

If a supply chain is broken by a climate-change-induced disaster, there is no choice but to deal with the new reality. But we shouldn’t be waiting for a disaster to kick us into gear.

Making changes includes seeing ourselves as citizens not only of a community or a country, but also of the world.

Read more: Students striking for climate action are showing the exact skills employers look for

As US philosopher Martha Nussbaum argues, many issues need international cooperation to address . Trade, environment, law and conflict require creative thinking and pragmatism, and we need a different focus in our education systems to bring these about.

Education needs to focus on developing the personhood of children, as well as their capability to engage as citizens (even if current political leaders disagree) .

If you’re taking a certain subject at school or university, have you ever been asked: “But how will that get you a job?” If so, the questioner sees economic goals as the most important outcomes for education.

They’re not necessarily wrong, but it’s also clear that jobs are no longer the only (or most important) reason we learn.

Read the essay on what universities must do to survive disruption and remain relevant.

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Education as the Pathway towards Gender Equality

About the author.

Amartya Sen, often referred to as the father of the concept of ‘human development’, reminds us of a quote by H.G. Wells, where he said that “human history becomes more and more a race between education and catastrophe”. Sen maintains that “if we continue to leave vast sections of the people of the world outside the orbit of education, we make the world not only less just, but also less secure”. To Sen, the gender aspect of education is a direct link between illiteracy and women’s security.

Not being able to read or write is a significant barrier for underprivileged women, since this can lead to their failure to make use of even the rather limited rights they may legally have (to own land or other property, or to appeal against unfair judgment and unjust treatment). There are often legal rights in rule books that are not used because the aggrieved parties cannot read those rule books. Gaps in schooling can, therefore, directly lead to insecurity by distancing the deprived from the ways and means of fighting against that deprivation. 1

For Sen, illiteracy and innumeracy are forms of insecurity in themselves, “not to be able to read or write or count or communicate is a tremendous deprivation. The extreme case of insecurity is the certainty of deprivation, and the absence of any chance of avoiding that fate”. 2 The link between education and security underlines the importance of education as akin to a basic need in the twenty-first century of human development.

GENDERED EDUCATION GAPS: SOME CRITICAL FACTS

While a moral and political argument can continue to be made for the education of girls and women, some facts speak powerfully to the issue at hand. Girls accounted for 53 per cent of the 61 million children of primary school age who were out of school in 2010. Girls accounted for 49 per cent of the 57 million children out of school in 2013. In surveys of 30 countries with more than 100,000 out-of-school children, 28 per cent of girls were out of school on average compared to 25 per cent of boys. Completion of primary school is a particular problem for girls in sub-Saharan Africa and Western Asia. 3

Surveys in 55 developing countries reveal that girls are more likely to be out of school at a lower secondary age than boys, regardless of the wealth or location of the household. Almost two thirds of the world’s 775 million illiterate adults are women. In developing regions, there are 98 women per 100 men in tertiary education. There are significant inequalities in tertiary education in general, as well as in relation to areas of study, with women being over-represented in the humanities and social sciences and significantly under-represented in engineering, science and technology.

Gender-based violence in schools undermines the right to education and presents a major challenge to achieving gender equality in education because it negatively impacts girls’ participation and their retention in school. In addition, ineffective sexual and reproductive health education inhibits adolescents’ access to information and contributes to school dropouts, especially among girls who have reached puberty.

The education of girls and women can lead to a wide range of benefits from improved maternal health, reduced infant mortality and fertility rates to increased prevention against HIV and AIDS. 4 Educated mothers are more likely to know that HIV can be transmitted by breastfeeding, and that the risk of mother-to-child transmission can be reduced by taking drugs during pregnancy.

Each extra year of a mother’s schooling reduces the probability of infant mortality by 5-10 per cent. Children of mothers with secondary education or higher are twice as likely to survive beyond age 5 compared to those whose mothers have no education. Improvements in women’s education explained half of the reduction in child deaths between 1990 and 2009. A child born to a mother who can read is 50 per cent more likely to survive past age 5. In sub-Saharan Africa, an estimated 1.8 million children’s lives could have been saved in 2008 if their mothers had at least a secondary education. In Indonesia, 68 per cent of children with mothers who have attended secondary school are immunized, compared with 19 per cent of children whose mothers have no primary schooling. Wages, agricultural income and productivity—all critical for reducing poverty— are higher where women involved in agriculture receive a better education. Each additional year of schooling beyond primary offers greater payoffs for improved opportunities, options and outcomes for girls and women.

In the varied discussions on the post-2015 education related agendas, there was strong consensus that gender equality in education remains a priority. Various inputs noted that inequalities in general, and particularly gender equality, need to be addressed simultaneously on multiple levels—economic, social, political and cultural. A response on behalf of the International Women’s Health Coalition maintained that “all girls, no matter how poor, isolated or disadvantaged, should be able to attend school regularly and without the interruption of early pregnancy, forced marriage, maternal injuries and death, and unequal domestic and childcare burdens”.

Other inputs highlighted the importance of ensuring access to post-basic and post-secondary education for girls and women. Referring to secondary education, the German Foundation for World Population noted that the “completion of secondary education has a strong correlation with girls marrying later and delaying first pregnancy.” While access to good quality education is important for girls and women, preventing gender-based violence and equality through education clearly also remains a priority.

Gender-based discrimination in education is, in effect, both a cause and a consequence of deep-rooted differences in society. Disparities, whether in terms of poverty, ethnic background, disability, or traditional attitudes about their status and role all undermine the ability of women and girls to exercise their rights. Moreover, harmful practices such as early marriage, gender-based violence, as well as discriminatory education laws and policies still prevent millions of girls from enrolling and completing their respective education. 5

Additionally, given the extensive and growing participation of women in income generating activities, education for girls and women is particularly important, especially in attempting to reverse gendered patterns of discrimination. Not only is it impossible to achieve gender equality without education, but expanding education opportunities for all can help stimulate productivity and thereby also reduce the economic vulnerability of poor households.

GENDER EQUALITY, EQUITY AND HUMAN RIGHTS

Equity is the strongest framing principle of a post-2015 rights-based agenda, and underlines the need to redress historical and structural inequalities in order to provide access to quality education at all levels. This heralds what was effectively one of the strongest themes that emerged in the post-2015 education consultations, i.e., a rights-based approach in which rights are indivisible. This implies that all aspects of education should be considered from a rights perspective, including structural features of education systems, methods of education, as well as the contents of the education curricula. Indeed, overcoming structural barriers to accessing good quality education is vital for realizing education rights for all.

In related post-2015 consultations, equity is affirmed as a fundamental value in education. Several inputs noted that inequality in education remains a persistent challenge. This is connected to a focus in the Millennium Development Goals on averages without an accompanying consideration of trends beneath the averages. Many contributions in the education consultation, as well as in the other thematic consultations, highlighted the lack of attention to marginalized and vulnerable groups.

Equal access to good quality education requires addressing wide-ranging and persistent inequalities in society and should include a stronger focus on how different forms of inequality intersect to produce unequal outcomes for marginalized and vulnerable groups. Post-2015 consultations suggest that overcoming inequality requires a goal that makes national governments accountable for providing minimum standards and implementing country specific plans for basic services, including education. Equity in education also implies various proactive and targeted measures to offer progressive support to disadvantaged groups.

Amartya Sen notes empirical work which has brought out very clearly how the relative respect and regard for women’s well-being is strongly influenced by their literacy and educated participation in decisions within and outside the family. Even the survival disadvantage of women compared with men in many developing countries (which leads to “such terrible phenomenon as a hundred million of ‘missing women’) seems to go down sharply, and may even get eliminated, with progress in women’s empowerment, for which literacy is a basic ingredient”.

In the summer of 2009, the International Labour Organization (ILO) issued a report entitled “Give Girls a Chance: Tackling child labour, a key to the future”, which makes a disturbing link between increasing child labour and the preference being given to boys when making decisions on education of children. The report states that in cultures in which a higher value is placed on education of male children, girls risk being taken out of school and are then likely to enter the workforce at an early age. The ILO report noted global estimates where more than 100 million girls were involved in child labour, and many were exposed to some of its worst forms.

Much of the research around women and education highlights the importance of investing in the education of girls as an effective way of tackling the gamut of poverty. This is in line with assertions made in numerous other references, which also point to a strong link between education, increased women’s (as opposed to girls’) labour force participation, the wages they earn and overall productivity, all of which ultimately yields higher benefits for communities and nations. In other words, it pays to invest in girls’ and women’s education.

GENDER SOCIALIZATION

In the late 1970s and early 1980s, Western feminist stalwarts, such as Simone de Beauvoir, were elaborating the difference between biological ‘sex’ and social gender. Anne Oakley in particular, is known for coining the term gender socialization (1979), which indicates that gender is socially constructed. According to Oakley, parents are engaged in gender socialization but society holds the largest influence in constructing gender. She identified three social mechanisms of gender socialization: manipulation, canalization, and verbalization (Oakley, 1972). Oakley noted that gender is not a fixed concept but is determined by culture through the use of verbal and nonverbal signifiers and the creation of social norms and stereotypes, which identify proper and acceptable behavior. The signifiers are then perpetuated on a macro level, reinforced by the use of the media, as well as at the micro level, through individual relationships.

The concept entered mainstream lexicon on gender relations and development dynamics, and through criticism and counter criticism, ‘gender socialization’ itself became an important signifier. As a tool to highlight discriminatory practices, laws and perceptions (including stereotypes), gender socialization is often identified as the ‘root cause’ which explains various aspects of gender identities, and what underlies many gender dynamics.

In 2007, the United Nations Children’s Fund (UNICEF) defined gender socialization as “[T]he process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples. Gender socialization begins as early as when a woman becomes pregnant and people start making judgments about the value of males over females. These stereotypes are perpetuated by family members, teachers and others by having different expectations for males and females.”

There is, therefore, a clear interaction between socio-cultural values (and praxis) with gender socialization. This only partly explains why it is that in many developing societies there is a persistent prioritization of women’s ‘domestic’ roles and responsibilities over public ones. Most young girls are socialized into the ‘biological inevitability’ of their socially determined future roles as mothers. This is closely connected, in many relatively socially conservative contexts, with the need to ensure (the prerequisite of) marriage.

Most related studies maintain that women with formal education are much more likely to use reliable family planning methods, delay marriage and childbearing, and have fewer and healthier babies than women with no formal education. The World Bank estimates that one year of female schooling reduces fertility by 10 per cent, particularly where secondary schooling is undertaken.

In fact, because women with some formal education are more likely to seek medical care and be better informed about health care practices for themselves and their children, their offspring have higher survival rates and are better nourished. Not only that, but as indicated earlier, these women are less likely to undergo early pregnancy. Being better informed increases the chances of women knowing how to space their pregnancies better, how to access pre and post-natal care, including prevention of HIV/AIDS, sexually transmitted diseases and family planning in general. The World Bank estimates that an additional year of schooling for 1,000 women helps prevent two maternal deaths.

The World Bank, along with UNICEF and the United Nations Population Fund highlight in several of their reports the intergenerational benefits of women’s education. An educated mother is more likely, it is maintained, to attempt to ensure educational opportunities for her children. Indeed, the World Bank specifically notes that “ in many countries each additional year of formal education completed by a mother translates into her children remaining in school for an additional one- third to one-half year”. 6

In short, girls’ education and the promotion of gender equality in education are critical to development, thus underlining the need to broadly address gender disparities in education.

The rhetorical question that needs to be raised here is whether the consistent elements of gender socialization in the region, and the confusing messages for both sexes, can only lead to entrenching processes of gender inequality. At the very least, it is safe to argue that gender socialization, combined with the continuing discrepancies in education opportunities and outcomes not only provide a negative feedback loop, but effectively contribute to entrenching patriarchal norms.

Political events and the endorsement of political leadership are often catalytic, if not necessary determinants, of policy change. In fact, most education reform programmes are often linked to political dynamics. To date, such reforms are typically launched through a political or legal act. In most cases, countries prioritize aspects such as forging a common heritage and understanding of citizenship, instruction in particular language(s), and other means of building capacities as well as popular support for party programmes. All developing country governments have, at one time or another, put special effort into including girls in the education system. While there is a continuous role for policy makers and governments, it is increasingly clear that the socio-cultural terrain is where the real battles need to be waged in a studied, deliberate and targeted fashion.

Influencing the way people think, believe and behave; i.e., culture is the single most complicated task of human development. And yet, in policy and advocacy circles globally, this particular challenge still remains largely considered as ‘soft’ and, at best, secondary in most considerations. What is maintained here is that within the current global geopolitical climate, particularly where an increasing number of young men—and now also young women—are reverting to extremes such as inflicting violence, and where this is often exacerbated by socialization processes which often enforce certain harmful practices (e.g., early marriage) and outdated forms of gender identity and roles, then culture needs to be a high priority.

Needed cultural shifts require several key conditions. One of these is the importance of bridging the activism around gender equality and doing so by involving both men and women. While this still remains anathema to many women’s rights activists, it is nevertheless necessary that men become more engaged in gender equality work, and that women realize that their rights are incumbent on the systematic partnership with men and on appreciating the specific needs and challenges that young boys and men themselves are struggling with.

Another critical determinant of cultural change is that it has to be from within. Those who have worked with human rights issues more broadly have had to learn the hard way that any change that appears to be induced ‘from outside’, even if responding to a dire need and with perfectly sound reason, is destined for failure in many cases. Sustainable change has to be owned and operated locally. This points to the importance of identifying the ‘cultural agents of change’ in any given society, which include both its men and women activists, religious leaders, traditional and community leaders (in some cases these categories converge), media figures, charismatic community mobilizers, and especially youth themselves, who are the most critical agents of change.

At the same time, it is a fallacy to think that there can be no linkages whatsoever between local ownership and external dynamics. International, especially multilateral, development partners have an important role to play in facilitating the bridge building between and among the cultural agents of change themselves on the one hand, and between them and their respective policymakers on the other. But in this day and age of technology and increasing speed of technology, international development actors, as well as transnational academic actors, are already facilitating the building of bridges between youth. Some of this is already happening through a plethora of fora (including social websites), and the impact remains difficult to gauge.

All this points to the fact that education in the traditional sense of school enrolment, drop-out rates, curricula development, and structural dynamics thereof are in multiple stages of transition. It remains to be seen how, and in what way, new forms of education, knowledge acquisition, and information sharing will significantly change patterns of gender socialization itself. It is too soon to definitely assess the shifting sands we are standing on. Nevertheless, it would be a mistake to either overestimate the power of entrenched patriarchy, or to underestimate the capacity of women and men to significantly refashion their realities. At the same time, the changes in the culture of international development goal setting are already producing critical insights and inputs which are shaping the agenda of global, regional and national dynamics for upcoming decades.

The opinions expressed in this article belong to the author only and do not necessarily reflect the opinions or positions of any institution, Board or staff member.

1 UNICEF and UNESCO: The World We Want— Making Education a Priority in the Post-2015 Development Agenda: Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda, 2013 . Available at http://www.unicef.org/education/files/ Making_education_a_Priority_in_the_Post-2015_Development_ Agenda.pdf.

3 “Making education a Priority in the Post-2015 Development Agenda: report of the Global Thematic Consultation on education in the Post-2015 Development Agenda”.

4 All the figures and data herein presented from UNESCO. 2011b. EFA Global Monitoring Report 2011. The Hidden Crisis: Armed Conflict and Education, Paris and UNESCO . World Atlas of Gender equality in education. Paris, 2012.

5 UNESCO— http://www.unesco.org/new/en/education/themes/leading-the-international-...

Alger, Chadwick. “Religion as a Peace Tool”, The Global Review of Ethnopolitics , vol.1,4: 94 -109. (June 2002).

Diamond, Larry (ed.). Political Culture and Democracy in Developing Countries (Boulder and London, Lynne Rienner, 1994). Huntington, Samuel. ‘The Clash of Civilizations?’, Foreign Affairs , vol.72, No.3, Summer 1993, pp. 19 -23.

Johnson, Chalmers. Blowback: The Costs and Consequences of American Empire (New York , Henry Holt and Company, 2000).

Karam, Azza. Transnational Political Islam: Religion, Ideology and Power (London, Pluto Press, 2004).

Leftwich, Adrian (ed.). Democracy and Development: Theory and Practice (London, Polity Press, 1996).

Macrae, Joanna. Aiding Recovery? The Crisis of AID in Chronic Political Emergencies (London and New York, Zed Books in Association with ODI, 2001).

Pilch, John J. “Beat His ribs While He is young” (Sir 30:12): A Window on the Mediterranean World”, Biblical Theology Bulletin: A Journal of Bible and Theology, vol. 23, 3 (1993) pp 101-113.

Tynedale, Wendy. (ed.). Visions of Development: Faith-based Initiatives (UK: Ashgate, 2006).

United Nations Development Programme (UNDP)’s Arab Human Development Report (New York, 2002, 2004, and 2005).

UNESCO, “Key Messages and Data on Girls’ and Women’s education and literacy” (Paris, April 2012).

UNICEF and UNESCO, The World We Want—Making Education a Priority in the Post-2015 Development Agenda: Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda, 2013 . Available at http://www.unicef.org/education/files/Making_education_a_Priority_in_the... . United Nations Population Fund (UNFPA) State of World Population Report: Reaching Common Ground—Culture, Gender and Human Rights (2008).

Williams, Brett (ed.). The Politics of Culture (Washington D.C., The Smithsonian Institution, 1991).

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Is Male Education Better Than Female Education?

I know you have been searching for whether male education is better than female education or vice-versa. I will try to give you some points on this debate topic . This article is not written to discriminate against any gender, but it is for debate. To win any argument, your points must be clear and well-stated. Education is receiving or giving systematic instruction, especially at a school or university.

Reasons to Support Male Education

Economic Factor : Educational attainment can sometimes determine what a person will earn. And that is why a person’s income is often linked to their educational attainment. Male children are considered as breadwinners of the family by most African parents. So, educating a male child will enable him to secure an excellent job to provide for his family. It is a long-standing tradition that the male child will ensure the subsistence of his family through his labor. After shepherding the flock during his youth, the oldest son is expected to leave home at a certain age to seek employment to care for the family.

High Achiever : In Africa, male children are seen as high achievers. Educating them will help to take them to any height they aim at. Education is a way of sharpening one’s skills, and because of this, some parents think it is better to give a male child this privilege.

Strong, independent, and hardworking: The community views a male child as superior, i.e., strong, independent, and hardworking . So, most families invest heavily in them. Most African communities regard female children as inferior people in society; they are only good enough to do domestic work for their employers. Some countries viewed women as inferior dates to the slave trade when black women were always made ‘available’ even for sexual exploitation. Giving someone who is considered to be strong and hardworking education is a way of boosting the family’s outlook.

Family Pride : Most families in Africa consider a male child as the family’s pride and see the female ones as of no value. It is a source of pride for the family when their boys are well-educated. Some family even believes that investing in a female child’s education is a waste of money, time, and resources.

Read: Reasons why education is better than money

Note: No child should be left uneducated because there should be gender equality. An adage even says what a man can do, a woman can do much better. This article is only written for debate’s sake and should not be seen as discriminating against any gender.

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Guest Essay

‘It’s Become Increasingly Hard for Them to Feel Good About Themselves’

By Thomas B. Edsall

Mr. Edsall contributes a weekly column from Washington, D.C., on politics, demographics and inequality.

Is there a whole class of men who no longer fit into the social order?

A decade ago, Marianne Bertrand and Jessica Pan , economists at the University of Chicago and the National University of Singapore, concluded in their paper “ The Trouble With Boys : Social Influences and the Gender Gap in Disruptive Behavior”:

Family structure is an important correlate of boys’ behavioral deficit. Boys that are raised outside of a traditional family (with two biological parents present) fare especially poorly. For example, the gender gap in externalizing problems when the children are in fifth grade is nearly twice as large for children raised by single mothers compared to children raised in traditional families. By eighth grade, the gender gap in school suspension is close to 25 percentage points among children raised by single mothers, while only 10 percentage points among children in intact families. Boys raised by teenage mothers also appear to be much more likely to act out.

Bertrand and Pan focus on the crucial role of noncognitive skills, on how “factors such as study habits, industriousness and perseverance matter as much as cognitive skills in explaining occupational achievement.” Noncognitive skills, they write, “are not fixed but are in fact quite malleable, and can be shaped by early intervention programs.”

The effects on boys of being raised in a single-parent household are particularly acute in the development of noncognitive skills, according to Bertrand and Pan:

Most striking are our findings regarding gender differences in the noncognitive returns to parental inputs. Across all family structures, we observe that boys’ likelihood to act out is sharply reduced when faced with larger and better parental inputs. For girls, the relationship between parental inputs and behavioral outcomes appear to be much weaker. As these parental inputs are typically higher and of better quality in intact families, this largely contributes to why boys with single mothers are so much more disruptive and eventually face school suspension.

There are a number of research projects that illuminate the ongoing controversy on the subject of men and their role in contemporary America.

First, an excerpt from a 2016 paper by David Autor, an economist at M.I.T., and four colleagues:

In the United States in 2016, the female high school graduation rate exceeded the male rate by five percentage points, and the female college graduation rate exceeded the male rate by seven percentage points. What explains these gender gaps in educational attainment? Recent evidence indicates that boys and girls are differently affected by the quantity and quality of inputs received in childhood.

Second, part of a 2015 paper by Francesca Gino , Caroline Ashley Wilmuth and Alison Wood Brooks , who were all at the Harvard Business School at the time of writing:

We find that, compared to men, women have a higher number of life goals, place less importance on power-related goals, associate more negative outcomes (e.g., time constraints and trade-offs) with high-power positions, perceive power as less desirable, and are less likely to take advantage of opportunities for professional advancement.

Third, a passage from an article by Colleen Flaherty , a reporter at Inside Higher Ed:

The study suggests that men are overrepresented in elite Ph.D. programs, especially in those fields heavy on math skills, making for segregation by discipline and prestige.

And fourth, a quote from a 2013 paper , “ Wayward Sons : The Emerging Gender Gap in Labor Markets and Education,” by Autor and Melanie Wasserman , an economist at U.C.L.A.:

Although a significant minority of males continues to reach the highest echelons of achievement in education and labor markets, the median male is moving in the opposite direction. Over the last three decades, the labor market trajectory of males in the U.S. has turned downward along four dimensions: skills acquisition; employment rates; occupational stature; and real wage levels.

I sent the four references above to Arlie Hochschild , a professor of sociology at Berkeley and the author of “ Strangers in Their Own Land : Anger and Mourning on the American Right,” for her views. She emailed back:

Since the 1970s offshoring and automation have hit blue collar men especially hard. Oil, coal — automating, manufacturing, offshoring, and truck-driving about to go down. Non-B.A. males are in an especially vulnerable place. I saw it in Louisiana, and again where I’m interviewing in Appalachia. It’s become increasingly hard for them to feel good about themselves.

In a 2018 essay in The New York Review of Books, “ Male Trouble ,” Hochschild described the predicament of less well educated men:

Compared to women, a shrinking proportion of men are earning B.A.s, even though more jobs than ever require a college degree, including many entry-level positions that used to require only a high school diploma. Among men between twenty-five and thirty-four, 30 percent now have a B.A. or more, while 38 percent of women in that age range do. The cost of this disadvantage has only grown with time: of the new jobs created between the end of the recession and 2016, 73 percent went to candidates with a B.A. or more. A shrinking proportion of men are even counted as part of the labor force; between 1970 and 2010, the percentage of adult men in a job or looking for work dropped from 80 to 70 while that of adult women rose from 43 to 58. Most of the men slipping out lack B.A.s.

While many of the men Hochschild writes about see a future of diminished, if not disappearing, prospects, men in elite professions continue to dominate the ranks of chief executives, top politicians and the highest-paying professorships.

Frances E. Jensen , chair of the department of neurology at the University of Pennsylvania’s Perelman School of Medicine, taking a different tack, argues that boys’ brains mature more slowly than girls’ brains do, a difference that is particularly striking in the adolescent years. In a 2017 interview with the School Superintendents Association, Jensen stressed the crucial role the still maturing brain plays in the lives of teenagers:

Teens go through a period of increased emotional fluctuation and are like a Ferrari with weak brakes. The emotional center of the brain, the limbic system, which controls emotions, is fully connected, but the frontal lobe that sharpens critical thinking isn’t well-connected. That means the part of the brain that makes them pause and say to themselves, “Bad idea. Don’t post that on Facebook because it might hurt my chances of getting a job in the future” or “Don’t jump in the lake, there may be a rock,” isn’t mature.

The brain also becomes more efficient, Jensen said,

during a process called myelination . This is when a fatty substance called myelin grows slowly and wraps itself around miles of brain cells to better insulate them. Insulation makes the brain more efficient at sending and receiving signals. Myelination is a slow process that finishes in the mid-20s. Our brains have thousands of miles of networks and to insulate all of them with myelin takes over two and a half decades to finish.

Using M.R.I. images, Jensen continued,

you can actually see the brain is laying down a layer of myelin over time when looked at year over year. You can measure those layers and see a dynamic process where the insulation is sharpening the rapidity of our signaling from one part of our brain to another.

And then she added a crucial point:

In adolescence, on average girls are more developed by about two to three years in terms of the peak of their synapses and in their connectivity processes.

A major 2015 study, “ The Emergence of Sex Differences in Personality Traits in Early Adolescence : A Cross-Sectional, Cross-Cultural Study,” on which Marleen De Bolle , then of Ghent University, was the lead author — with contributions from 48 additional scholars — described some of the consequences of differing rates of maturity and development:

Our findings demonstrate that adolescent girls consistently score higher than boys on personality traits that are found to facilitate academic achievement, at least within the current school climate. Stated differently, the current school environment or climate might be in general more attuned to feminine-typed personalities, which make it — in general — easier for girls to achieve better grades at school.

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Essay on Importance of Education for Students

500 words essay on importance of education.

To say Education is important is an understatement. Education is a weapon to improve one’s life. It is probably the most important tool to change one’s life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual’s life. Education improves one’s knowledge, skills and develops the personality and attitude. Most noteworthy, Education affects the chances of employment for people. A highly educated individual is probably very likely to get a good job. In this essay on importance of education, we will tell you about the value of education in life and society.

Importance of Education in Life

First of all, Education teaches the ability to read and write. Reading and writing is the first step in Education. Most information is done by writing. Hence, the lack of writing skill means missing out on a lot of information. Consequently, Education makes people literate.

Above all, Education is extremely important for employment. It certainly is a great opportunity to make a decent living. This is due to the skills of a high paying job that Education provides. Uneducated people are probably at a huge disadvantage when it comes to jobs. It seems like many poor people improve their lives with the help of Education.

Better Communication is yet another role in Education. Education improves and refines the speech of a person. Furthermore, individuals also improve other means of communication with Education.

Education makes an individual a better user of technology. Education certainly provides the technical skills necessary for using technology . Hence, without Education, it would probably be difficult to handle modern machines.

People become more mature with the help of Education. Sophistication enters the life of educated people. Above all, Education teaches the value of discipline to individuals. Educated people also realize the value of time much more. To educated people, time is equal to money.

Finally, Educations enables individuals to express their views efficiently. Educated individuals can explain their opinions in a clear manner. Hence, educated people are quite likely to convince people to their point of view.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Education in Society

First of all, Education helps in spreading knowledge in society. This is perhaps the most noteworthy aspect of Education. There is a quick propagation of knowledge in an educated society. Furthermore, there is a transfer of knowledge from generation to another by Education.

Education helps in the development and innovation of technology. Most noteworthy, the more the education, the more technology will spread. Important developments in war equipment, medicine , computers, take place due to Education.

Education is a ray of light in the darkness. It certainly is a hope for a good life. Education is a basic right of every Human on this Planet. To deny this right is evil. Uneducated youth is the worst thing for Humanity. Above all, the governments of all countries must ensure to spread Education.

FAQs on Essay on Importance of Education

Q.1 How Education helps in Employment?

A.1 Education helps in Employment by providing necessary skills. These skills are important for doing a high paying job.

Q.2 Mention one way in Education helps a society?

A.2 Education helps society by spreading knowledge. This certainly is one excellent contribution to Education.

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Female Education Is Better Than Male Education Debate

BY SIR ISRAEL UCHENNA 

As a teacher and a passionate advocate for education, I find myself constantly immersed in the discourse surrounding gender and education. One topic that consistently fuels conversations and sparks heated debates is whether female education is truly superior to male education. It is an intricate and multifaceted subject that demands careful examination from all angles. Today, in this blog post, I invite you to join me on a journey as we navigate the complex landscape of the “ Female Education Is Better Than Male Education debate , exploring both sides of the argument while shedding light on the valuable aspects of both perspectives.

On the one hand, proponents of the superiority of female education argue that empowering women through education leads to remarkable societal transformations. Historically, women have faced countless obstacles, from limited access to educational opportunities to deeply entrenched gender roles. By addressing these inequalities and investing in female education, we witness women breaking barriers, shattering glass ceilings, and transforming societies for the better. Educated women bring diverse perspectives to the table, fostering inclusivity and innovation and acting as catalysts for change in their communities. They make informed decisions about their own lives, healthcare, and family planning, thus contributing to healthier families and more vibrant societies.

On the other hand, it is important to acknowledge that male education also has its merits. Men, too, have the capacity to excel academically, contribute to their communities, and challenge societal norms. Male education provides young boys with essential skills, equipping them for future careers and personal growth. It fosters critical thinking, problem-solving abilities, and encourages the exploration of diverse fields of knowledge. Moreover, by promoting education for all, regardless of gender, we create a more inclusive and equal society where everyone can thrive and contribute their unique talents.

While the debate regarding the superiority of female education is fraught with passionate arguments on both sides, it is crucial to recognize that both male and female education bring valuable contributions to the table. Rather than engaging in an either-or mentality, we can choose to appreciate the strengths of each approach and seek ways to harness their combined power for the betterment of education as a whole.

Throughout this blog post, we will delve deeper into the various aspects of this debate , exploring the social, economic, and cultural implications of both female and male education. By critically examining the arguments on both sides, we aim to foster a more nuanced understanding of the topic and spark meaningful discussions within our educational communities.

For: Female Education Is Better Than Male Education Debate

In today’s rapidly evolving world, the importance of education cannot be overstated. It is widely acknowledged that education is a fundamental right that should be accessible to all individuals, regardless of their gender. However, the debate surrounding whether female education holds more significance than male education has gained considerable attention. Advocates argue that empowering and educating girls and women can have profound and far-reaching effects on society as a whole. In this article, we will explore and explain fifteen reasons often put forth in support of the notion that female education brings about greater benefits compared to male education. It is essential to note that this discussion aims to highlight the unique advantages of educating girls and women without undermining the significance of providing equal opportunities for all genders. By delving into these reasons, we can better understand the potential positive impact of female education on individuals, communities, and the world at large.

• Empowerment: Educating girls and women can have transformative effects on their self-esteem, confidence, and overall empowerment, enabling them to take control of their lives and make informed decisions.
• Economic development: Educated women have better employment prospects, higher earning potential, and contribute to the overall economic development of a society.
• Breaking the cycle of poverty: Female education has been shown to have a significant impact on breaking the cycle of poverty. Educated women are more likely to invest in their families’ well-being and education, leading to better health outcomes and improved socio-economic conditions for future generations.
• Reduced child mortality: Educated mothers tend to have better knowledge and access to healthcare, leading to reduced child mortality rates. They are more likely to adopt healthy practices and seek medical assistance when needed.
• Improved family planning: Education equips women with the knowledge and tools to make informed decisions about family planning, leading to smaller, healthier, and more manageable family sizes.
• Gender equality: Promoting female education is an important step towards achieving gender equality, as it challenges traditional gender roles and stereotypes and creates a more equitable society.
• Political participation: Educated women are more likely to engage in political processes, advocate for their rights, and participate in decision-making at various levels, leading to a more inclusive and representative democracy.
• Reduced gender-based violence: Education empowers women and raises awareness about gender-based violence, leading to a decrease in its prevalence. Educated women are more likely to recognize their rights and take action against abuse.
• Improved health and well-being: Educated women tend to have better knowledge of health-related issues, make healthier lifestyle choices, and seek appropriate healthcare, resulting in improved health outcomes for themselves and their families.
• Enhanced community development: When women are educated, they become active contributors to community development, addressing social issues, and promoting positive change.
• Innovation and creativity: Educating women provides diverse perspectives and fosters innovation and creativity. Their inclusion in various fields, such as science, technology, engineering, and mathematics (STEM), contributes to a broader range of ideas and solutions.
• Peace and stability: Studies have shown that societies with higher levels of female education tend to be more peaceful and stable. Educated women are less likely to support extremism and violence.
• Environmental sustainability: Educated women are more likely to be aware of environmental issues and engage in sustainable practices. Their education can promote responsible resource management and conservation.
• Cultural and social progress: Female education challenges cultural norms and stereotypes, leading to social progress and cultural evolution. It promotes tolerance, diversity, and the dismantling of discriminatory practices.
• Global development: Educating girls and women is crucial for achieving the Sustainable Development Goals (SDGs) set by the United Nations. It is recognized as a key driver for achieving progress in various areas, including health, education, poverty reduction, and gender equality.

Against: Female Education Is Better Than Male Education Debate

In the ongoing discourse surrounding education, there has been a significant emphasis on promoting female education and empowering girls and women. While the pursuit of gender equality and equal opportunities is commendable, it is crucial to consider the arguments that support male education as a vital component of a balanced educational landscape. In this article, we will explore and examine fifteen compelling reasons that challenge the notion that female education is inherently superior to male education. By highlighting these perspectives, we aim to shed light on the importance of recognizing and addressing the unique needs, challenges, and potential contributions of boys and men in the educational sphere. 

• Gender equality: Advocates for equal education argue that focusing solely on female education perpetuates gender inequality. They believe that both genders should have equal access to quality education to ensure a fair and just society.
• Individual potential: Opponents argue that emphasizing one gender’s education over the other overlooks the individual potential and unique talents that both boys and girls possess. Education should be tailored to nurture each student’s abilities, regardless of gender.
• Economic contribution: Critics contend that male education plays a vital role in economic development. Educated men contribute to industries, innovation, and technological advancements, which benefit society as a whole.
• Family stability: Some argue that neglecting male education may lead to imbalances within families. Educated men can provide stability, support, and financial security, fostering healthier family dynamics.
• Traditional roles: Critics of prioritizing female education argue that it can disrupt traditional family and societal structures, which may have negative consequences for social cohesion and cultural heritage.
• Male underachievement: Concerns exist about the declining academic performance and engagement of boys in some educational systems. Opponents argue that focusing solely on female education exacerbates this issue and neglects the needs of struggling male students.
• Occupational diversity: Critics contend that placing excessive emphasis on female education may lead to a disproportionate representation of women in certain fields, potentially limiting occupational diversity and stifling career choices for both genders.
• Health research and services: Some argue that male education is vital for addressing men’s specific health issues and improving research and services in areas such as male reproductive health and mental health, which may otherwise be neglected.
• Parental involvement: Opponents argue that male education is essential for promoting active and engaged fatherhood. Educated fathers can play a significant role in child-rearing, providing emotional support, and contributing to their children’s development.
• Political representation: Critics suggest that neglecting male education may result in unequal political representation. Ensuring educated and informed male citizens can contribute to more inclusive decision-making processes.
• Overlooking male challenges: Opponents argue that focusing solely on female education can overshadow the challenges faced by boys and young men, such as higher rates of school dropout, lower university enrollment, and limited support systems.
• Social balance: Critics contend that a balanced and harmonious society necessitates the education of both genders. Neglecting male education may lead to societal imbalances and potential tensions between genders.
• Cultural preservation: Some argue that male education is crucial for preserving cultural traditions and knowledge, as men often play significant roles in carrying forward cultural practices and heritage.
• Scientific and technological advancements: Critics assert that male education is pivotal in fields such as science, technology, engineering, and mathematics (STEM), where men traditionally dominate. Neglecting male education in these areas may hinder overall progress and innovation.
• Gender stereotypes: Opponents argue that focusing solely on female education reinforces stereotypes that associate academic achievement with women, potentially creating a negative impact on boys’ motivation and self-esteem.

It is essential to acknowledge that these points are presented for the purpose of presenting a counter-argument to the notion that female education is better than male education. The ideal approach is to strive for equal access to quality education for all, recognizing the unique challenges and needs of both genders.

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Worldwide Optimism About Future of Gender Equality, Even as Many See Advantages for Men

Sizable shares say men have more opportunities for high-paying jobs, should have preferential treatment when jobs are scarce, table of contents.

• Widespread support for equal rights for men and women
• People in most countries are optimistic about the future of gender equality
• Majorities in many African, Middle Eastern and Asian-Pacific publics say men should have preferential treatment when jobs are scarce
• Across the globe, many believe men in their country have a better life than women
• Men generally seen as having more opportunities than women for high-paying jobs
• Many say men have more opportunities than women to be leaders in their community
• Publics see more gender parity when it comes to people’s opportunities to express their political views and to get a good education
• Many say men have more influence than women when it comes to making important decisions about household finances
• Larger shares say women have more influence when it comes to how to raise children than say men do
• People generally think men and women have about the same influence when it comes to decisions about their family’s religious practices
• In nearly all countries surveyed, majorities prefer an egalitarian marriage
• Acknowledgments
• Methodology

This report explores cross-national perceptions of gender equality, including the opportunities available to men and women and the power they wield in family decisions. It also examines expectations for the future of gender equality across countries.

For this report, we used data from a survey conducted across 34 countries from May 13 to Oct. 2, 2019, totaling 38,426 respondents. The surveys were conducted face-to-face across Africa, Latin America and the Middle East, and on the phone in United States and Canada. In the Asia-Pacific region, face-to-face surveys were conducted in India, Indonesia and the Philippines, while phone surveys were administered in Australia, Japan and South Korea. Across Europe, the survey was conducted over the phone in France, Germany, the Netherlands, Spain, Sweden and the UK, but face-to-face in Bulgaria, the Czech Republic, Greece, Hungary, Italy, Lithuania, Poland, Russia, Slovakia and Ukraine.

Here are the  questions  used for the report, along with responses, and the survey  methodology .

Twenty-five years after the United Nations’ Beijing Declaration and Platform for Action pledged to take the necessary steps to “remove all obstacles to gender equality and the advancement and empowerment of women,” support for gender equality is strong around the globe. Across 34 countries surveyed by Pew Research Center, a median of 94% think it is important for women in their country to have the same rights as men, with 74% saying this is very important.

In many countries, women place more importance on gender equality than men do. However, women are less optimistic than men that women in their countries will achieve equality in the future, and they are more likely to say men have better lives than women.

While publics around the world embrace the idea of gender equality, at least four-in-ten think men generally have more opportunities than women in their country when it comes to getting high-paying jobs (a median of 54% across the 34 countries surveyed) and being leaders in their community (44%). Publics see more equity in access to a good education – a median of 81% believe men and women in their country generally have the same opportunities in this area – and expressing their political views (63% say men and women have the same opportunities). No more than 6% say women have more opportunities than men in any of these realms.

Majorities in most European countries surveyed, as well as in Japan, South Korea, Israel, Australia, Canada and the United States, say men in their country have more opportunities than women when it comes to getting high-paying jobs. When it comes to being leaders in their communities, more than half in Nigeria, South Korea, Japan, Turkey, Israel, Lebanon, Italy, Tunisia, Greece, France and Slovakia think men in their country have more opportunities than women.

Despite widespread support for gender equality around the world, a notable share (a median of 40% across the countries surveyed) thinks men should have more right to a job than women when jobs are scarce; 56% disagree with this notion. In some countries, men are more likely than women to say men should have preferential treatment when jobs are scarce, with double-digit gender differences in Kenya, Nigeria, Bulgaria, South Africa, Israel, Slovakia, Italy, Argentina and the Czech Republic.

When asked who has a better life in their country, a 46% median across the 34 countries surveyed say men do, while 15% point to women and 31% volunteer that neither men nor women have a better life. Majorities in France, Spain, Sweden, the UK, Canada, the U.S., Turkey, Australia and the Netherlands think men have a better life than women in their country. Tunisia is the only country surveyed where more say women have a better life than say men do, although similar shares say women have a better life as say both men and women enjoy the same quality of life.

In most of the 34 countries surveyed, women are more likely than men to say men have a better life in their country. Gender differences are particularly large on this question in Greece (women are 27 percentage points more likely to say this), Slovakia (25 points), Italy (25), Canada (20), Brazil (20), Hungary (19) and Turkey (18).

The shares saying that men have a better life than women in their country have increased considerably since 2010 in many of the countries where trends are available – possibly as a result of increased awareness of gender issues spurred by the #MeToo Movement – with differences of at least 20 percentage points in Turkey, the UK, South Korea and Japan. Poland is the only country surveyed in both years where a smaller share now says men have a better life than did so in 2010.

Despite seeing some advantages for men, most people express optimism about the future of gender equality in their country. A median of 75% across the 34 countries surveyed think it is likely that women in their country will eventually have the same rights as men, and 5% volunteer that women in their country have already achieved equality.

Men tend to be more optimistic than women about prospects for gender equality, with gender differences of at least 10 percentage points in 10 countries and smaller but significant differences in 11 others. For example, 77% of men in Japan – compared with 58% of women – say it’s likely that women in their country will eventually attain or already have the same rights as men. Nigeria and the Philippines are the only countries surveyed where a larger share of women than men are optimistic about gender equality.

When it comes to family life, the sense is that men and women have about the same influence in making important decisions in their households. A 34-country median of 55% say both have roughly equal influence when it comes to important decisions about household finances, 56% say this about how to raise children and 62% say this of decisions about a family’s religious practices. To the extent that people see a difference, however, men are generally seen as having more of an influence than women when it comes to decisions about household finances, while women are generally seen as having more influence when it comes to decisions about raising children.

In nearly every country surveyed, majorities say that a marriage where both the husband and wife have jobs and take care of the home is more satisfying than one where the husband provides for the family and the wife takes care of the house and children. Even so, sizable shares in many countries say a more traditional marriage would be preferable, including about four-in-ten in India, Indonesia, Lebanon, Turkey and Tunisia.

These are among the major findings from a Pew Research Center survey conducted among 38,426 people in 34 countries from May 13 to Oct. 2, 2019.

Most people agree it is important for women to have the same rights as men in their country. Across the 34 countries surveyed, a median of 94% hold this view, including nearly all in Sweden, the Netherlands, France, the U.S., Canada, Germany, Greece, Spain, Australia, Argentina, the UK and Hungary.

In addition, majorities in 30 nations say it is very important that men and women have the same rights in their country. The share who endorse this stronger sentiment varies across countries, however.

In Sweden, the most egalitarian country included in the survey based on indices from the World Economic Forum and the United Nations Development Program , 96% believe gender equality is very important. By comparison, substantially smaller shares hold this view in Tunisia (44%) and Nigeria (43%), two countries with relatively higher levels of gender inequality. Strong support for gender equality is also relatively less common in Kenya, Russia, South Korea and Ukraine.

Within each country, views of equality often differ by gender. In 20 nations, women are more likely than men to say gender equality is very important. This gender difference is largest in Kenya and Nigeria, where relatively small shares overall view equal rights as very important. More than half of women in Nigeria (54%) think gender equality is very important, compared with only 31% of men. And while 64% of Kenyan women say gender equality is very important, just 40% of Kenyan men express the same view. In many countries where overwhelming majorities endorse equality, men and women do not differ in their views.

The U.S. is the only country where men are more likely than women to say it is very important for men and women to have the same rights. But while the difference is statistically significant, it is fairly small: 93% of men hold this view, compared with 89% of women.

Educational attainment is also related to views of gender equality. In 26 countries, those with more education are more likely than those with less to believe it is very important for women to have the same rights as men. 1 The largest differences are in Lithuania and the Czech Republic. Three-quarters or more of those with more education in Lithuania (76%) and the Czech Republic (87%) hold this view, compared with 54% of Lithuanians and 66% of Czechs with less education. There are also educational differences of 10 percentage points or more in Italy, Bulgaria, South Korea, Mexico, the Philippines, Ukraine, Spain, Poland and Nigeria.

In addition to viewing gender equality as important, most people are optimistic that women will eventually have the same rights as men in their country. Majorities in 30 of the 34 countries surveyed hold this view, including roughly 90% in the Netherlands, India, the Philippines and Mexico.

In the U.S., 75% believe gender equality is likely. An additional 14% volunteer the response that women already have the same rights as men. One-in-ten or more in most Central and Eastern European nations, as well as Ukraine, Greece, Italy, Russia, Israel and Tunisia, agree that women and men already have equal rights.

Despite widespread optimism globally, substantive shares in some of the countries surveyed say it is unlikely that women will eventually have the same rights as men in their country. About a quarter or more in Nigeria, Japan, Kenya,Turkey, Israel, Tunisia, Spain and Hungary are pessimistic about the prospects for gender equality in their country.

Across many countries, women are less optimistic than men about the likelihood of attaining gender equality. For example, 77% of men in Japan think either men and women already have equal rights or that it is likely they will in the future, compared with 58% of Japanese women. Similar gender differences can be found in 20 other countries, including roughly 15 percentage point differences in Spain, South Korea, France, Italy and Brazil.

Nigeria and the Philippines are the only publics that show the opposite pattern: Larger shares of women than men say gender equality is likely. Half of men in Nigeria express this view, compared with 68% of women.

Across the 34 countries surveyed, a median of 56% disagree with the notion that men should have more right to a job than women when jobs are scarce; 40% agree that men should receive preferential treatment in this situation.

In nearly all North American, Western European and Latin American countries surveyed – as well as in Australia, Lithuania, Hungary, Israel, the Czech Republic and Japan – majorities reject the idea that men should have more right to a job than women in tough economic times, as do pluralities in Poland and Bulgaria. This is particularly the case in Sweden, Canada, Spain, the Netherlands, the U.S., the UK, Australia, France and Germany, where roughly eight-in-ten or more disagree that men deserve preferential treatment when jobs are scarce.

In contrast, majorities in the African countries surveyed, as well as in India, the Philippines, Indonesia, Turkey and Lebanon, agree that men should have more right to a job than women when jobs are scarce. Roughly eight-in-ten say this in Tunisia and India.

Views on this remain virtually unchanged in most of the countries where the question has been previously asked (most recently in 2012 in Lebanon, Turkey and Tunisia and in 2010 in 15 other countries). Publics are now more likely to agree that men should have preferential treatment when jobs are scarce in Kenya (12 percentage points higher), Lebanon (+11 points) and Mexico (+11 points). Meanwhile, the shares saying men should have more right to a job in tough economic times have dropped in South Korea (8 percentage points less likely), Nigeria (-7 points) and Argentina (-6 points).

Across 30 of the 34 countries surveyed, those with less education are more likely to believe men should have more right to a job than women when jobs are scarce. For example, majorities of six-in-ten or more among those with less education in Turkey, Lebanon, Kenya, Slovakia, South Africa and South Korea agree, compared with roughly half or fewer of those with more education in these countries.

Income is also related to views on this. In most countries surveyed, those with lower incomes – equivalent to the median for their country or less – are more likely than those with higher incomes to say men should have more right to a job during tough economic times. In the U.S., Australia and much of Western Europe, those with lower incomes are at least twice as likely as those with higher incomes to believe men should receive preferential treatment when jobs are scarce. Still, only about a quarter or fewer across income groups in each of these countries say this.

In some countries, men are more likely than women to agree that men deserve preferential treatment when jobs are scarce, with double-digit differences in Kenya, Nigeria, Bulgaria, South Africa, Israel, Slovakia, Italy, Argentina and the Czech Republic.

There are also double-digit differences between the oldest and youngest age groups in South Korea, Brazil, Italy, Greece, Argentina, Poland, Lebanon, the Philippines, Israel, Australia, France and Spain: In each of these countries, adults ages 50 and older are more likely than those ages 18 to 29 to agree that men should have more right to a job during tough economic times.

Though many people expect that their country will become more egalitarian in time, a median of 46% across the 34 countries surveyed say that, all things considered, men have a better life than women in their country.

Majorities in France, Spain, Sweden, the UK, Canada, the U.S., Turkey, Australia and the Netherlands say men have a better life than women in their country. Pluralities in many other countries express the same view.

The volunteered response that neither gender has a better life than the other is common in many countries, especially in Central and Eastern Europe. Roughly half or more provide this response in Ukraine, Bulgaria, Poland, Hungary and Lithuania.

A third or more in Tunisia, Kenya, South Korea and South Africa believe, all things considered, women have a better life than men. Tunisia is the only country surveyed where a larger share say women are better off (37%) than say men are (24%).

This question was last asked in a subset of countries in 2010. In many of these countries, the share who believe men have a better life than women has increased substantially. The largest change is in Turkey. Roughly one-third of people in Turkey said men had a better life than women in 2010, compared with 57% in 2019.

Increases of roughly 20 percentage points or more can also be seen in the UK, South Korea, Japan, Spain, Indonesia and the U.S. Smaller increases can be seen in Argentina, Mexico, Brazil and Kenya. Poland is the only country where this share has decreased since 2010, from 55% to 35% in 2019.

As with other questions related to gender equality, men and women tend to hold different views. In 23 of the 34 countries surveyed, women are more likely than men to believe that men have a better life in their country. In Greece, almost half of women hold this view, compared with only 20% of men. Differences of 20 percentage points or more can also be seen in Slovakia, Italy, Canada and Brazil.

Nigeria stands out again for showing the opposite pattern. Men (51%) are more likely than women (42%) to say that men are better off in their country. Indonesia shows a similar pattern.

Majorities or pluralities in 22 of the 34 countries surveyed say men generally have more opportunities for high-paying jobs than women, including about two-thirds or more in Sweden, France, Japan, South Korea, Israel, Spain, the UK, Australia and Canada. More than four-in-ten in Greece, Nigeria, Russia, Lebanon and Argentina also think men in their country have more opportunities when it comes to getting high-paying jobs, but similar shares think opportunities are generally the same for men and women.

In the Philippines, Indonesia, India, South Africa, Kenya and Mexico, majorities say men and women have similar opportunities when it comes to getting high-paying jobs; half in Tunisia share this view.

Across most of the countries surveyed, women are significantly more likely than men to say men in their country have more opportunities when it comes to getting high-paying jobs. About two-thirds of women in the U.S. (66%) believe men in their country have more opportunities for high-paying jobs, compared with about half of men in the U.S. (53%). And while majorities of men and women in Canada say men have more opportunities in this area, women are far more likely to say this is the case (77% vs. 55%, respectively). This pattern is evident in nearly every European country surveyed (Greece and Lithuania are the exception), as well as in Australia, Ukraine, Brazil, South Korea, Russia, Argentina and Japan.

When it comes to opportunities to be leaders in their community, majorities in Nigeria, South Korea, Japan, Turkey, Israel, Lebanon, Italy, Tunisia, Greece and France say men in their country have more opportunities than women; about half in Slovakia say the same.

Even in many countries where majorities or pluralities believe men and women in their country generally have the same opportunities to be leaders in their community, sizable shares say men have more opportunities than women. For example, about four-in-ten or more in Spain, Canada, the U.S., Brazil, South Africa, India, Russia and Australia say this is the case in their country.

For the most part, men and women offer similar views on this. But to the extent that there is a difference, women tend to be more likely than men to see an advantage for men in getting opportunities to be leaders in their community. The exception is Kenya, where men (53%) are more likely than women (43%) to say men have more opportunities to be leaders in their community.

In 30 of the 34 countries surveyed, majorities or pluralities think men and women in their country have about the same opportunities when it comes to expressing their political views. About half in Japan also believe this, but an identical share says men have more opportunities than women.

More than six-in-ten Nigerians (64%) say men in their country have more opportunities than women when it comes to expressing their political views, as do 55% in South Korea and 53% in Turkey. Even in countries where majorities or pluralities believe men and women have about the same opportunities in this area, the shares saying men have more opportunities than women exceed the shares saying women have more opportunities by at least 10 percentage points.

Opinions on this generally do not vary significantly by gender, but in nine countries, women are far more likely than men to say men in their country have more opportunities to express their political views. For example, in South Korea, a majority of women (60%) think men in their country have more opportunities to express their political views, compared with 49% of South Korean men.

Gender gaps are also evident in the Netherlands (41% of women vs. 28% of men say men have more opportunities), Australia (36% vs. 23%), Spain (34% vs. 21%), Canada (34% vs. 23%), France (45% vs. 35%), the UK (36% vs. 27%), the U.S. (36% vs. 28%) and the Czech Republic (24% vs. 17%).

Kenya is the only country surveyed where men are more likely than women to say men in their country have more opportunities to express their political views. More than four-in-ten Kenyan men (45%) say this, compared with 35% of Kenyan women.

When it comes to getting a good education, majorities in all but one country surveyed – ranging from 64% in Brazil to 91% in Greece – say men and women in their country have about the same opportunities. About half say the same in Turkey.

One-third of the public in Turkey and about one-in-five in Nigeria, Israel, France, Slovakia, Brazil, Japan and South Korea think men in their country have more opportunities than women when it comes to getting a good education; smaller shares in these countries think women have more opportunities than men.

Tunisia is the only country surveyed where a significantly larger share says women have more opportunities than men to get a good education than say men have more opportunities than women. About a quarter of Tunisians (24%) see women as having more opportunities in this area, compared with 6% who say men do; 70% believe men and women have about the same opportunities to get a good education.

With the exception of Turkey, majorities of men and women across the countries surveyed believe both genders have about the same opportunities when it comes to getting a good education. And for the most part, differences in how men and women see this are modest at best.

Across the 34 countries surveyed, a median of 55% say that, in a family, men and women have about the same influence when it comes to making important decisions about household finances; 23% say men generally have more influence and 15% say women do.

To the extent that people see one gender having more influence when it comes to making important decisions about household finances, men are generally seen as having more influence than women. In 16 of the 34 countries surveyed, more say men have more influence than say women do by a margin of at least 10 percentage points. The gap is particularly wide in Nigeria, where 61% say men generally have more influence in this area (compared with 10% who say women do), Turkey (54% vs. 11%), Israel (44% vs. 11%), Lebanon (40% vs. 10%) and Sweden (37% vs. 9%). In each of these countries, people are at least four times as likely to say men have more influence as they are to say women do.

Among European publics, majorities or pluralities in 12 of 14 countries surveyed say men and women generally have about the same influence in making important decisions about household finances. The only two European countries surveyed where this is not the case are Lithuania and Slovakia, where similar or equal shares say both genders have about the same influence as say men have more influence in this area.

Majorities in the three Latin American countries surveyed – Mexico, Argentina and Brazil – say men and women have about the same influence in making important decisions about household finances. This is also the case in the Philippines, Canada, the U.S., Australia, Indonesia and South Africa.

Japan is the only country where the share saying women have more influence when it comes to making important decisions about household finances is significantly larger than the share saying men do (29% vs. 16%). Still, 54% in Japan say men and women generally have about the same influence.

In most of the countries surveyed, men and women have similar views on this question, but where differences emerge, men are typically more likely than women to say men in their country have more influence when it comes to important decisions about household finances, while women are more likely to say either women do or that both are about equal. For example, 61% of men in Turkey (vs. 48% of women) say men in their country have more influence than women. The UK is the only country surveyed where women are more likely than men to say men have more influence when it comes to making important decisions about household finances.

When it comes to who in a family has more influence when it comes to making important decisions about how to raise children, a median of 56% across the 34 countries surveyed say men and women have about the same influence; 39% say women have more influence and just 6% say men do.

Majorities in 18 of the 34 countries surveyed say that, in a family, men and women have about the same influence when it comes to making important decisions about how to raise children. Still, in nearly every country, far larger shares say women have more influence in this area than say men do. And in seven of the 34 countries – Lithuania, Greece, Lebanon, Slovakia, Israel, the Czech Republic and Turkey – majorities or pluralities say women in their country have more influence than men in making important decisions about raising children.

Men and women generally agree in their assessments of who has more influence when it comes to decisions about how to raise children, but there are exceptions. For example, in Brazil, women (43%) are more likely than men (34%) to say women in their country have more influence in making important decisions in this area; in turn, Brazilian men (61%) are more likely then Brazilian women (52%) to say both have about the same influence.

Across the 34 countries surveyed, a median of 62% say that, in a family, men and women generally have about the same influence when it comes to making important decisions about their family’s religious practices; 18% say women have more influence, while 14% say men do.

Across most of the countries surveyed, majorities or pluralities say men and women have about the same influence when it comes to making important decisions about their family’s religious practices. There are a few exceptions to this pattern. In Sweden, Israel and Nigeria, similar shares say men and women have about the same influence as say men have more influence than women in this area. And in Lithuania, 37% say men and women have the same influence and 41% say women have more influence.

In Israel, Kenya, Nigeria and South Africa, men are more likely than women to say that men in their country have more influence when it comes to making important decisions about their family’s religious practices. About half of men in Israel (51%) and Nigeria (49%) say this, compared with 38% of Israeli women and 36% of Nigerian women. And while about three-in-ten South African (28%) and Kenyan (31%) men say men in their country have more influence over important decisions about their family’s religious practices, two-in-ten women in each of those countries say the same.

In turn, women in Brazil, South Korea, Nigeria, Russia, France and Lebanon are more likely than their male counterparts to say women have more influence in making important decisions about their family’s religious practices. The gender difference is largest in Brazil, where 42% of women – vs. 29% of men – hold this view.

A median of 72% across the 34 countries surveyed say a marriage where both the husband and wife have jobs and take care of the house and children is a more satisfying way of life than one where the husband provides for the family and the wife takes care of the house and children. The shares saying that a more egalitarian marriage is better are lowest in Lithuania, Tunisia and Indonesia.

Publics in Sweden, France and Spain are the most likely to say an egalitarian marriage is preferable to one where the husband provides for the family and the wife takes care of the house and children. This view is also widespread in Brazil, Germany, the Netherlands, Greece, Kenya, Bulgaria, the UK, South Korea, Italy and Argentina, where at least three-quarters say the same.

In Tunisia and Indonesia, views on the more satisfying type of marriage are split. About half in each country prefer a marriage where the husband and wife both have jobs and take care of the house, while similar shares prefer a marriage with more traditional gender roles.

Even in some countries where majorities or pluralities prefer an egalitarian marriage, substantial shares say a marriage where the husband provides for the family and the wife takes care of the house and family would be more satisfying. For example, a third or more in India, Lebanon, Turkey, the Czech Republic, Nigeria and Lithuania say a more traditional marriage would be preferable.

Views on this vary somewhat by gender, but the differences tend to be relatively small, even in some countries where they are statistically different. In Poland, Turkey and Argentina, women are more likely than men to prefer an egalitarian marriage by a double-digit margin (10 percentage points in Poland, 11 points in Turkey and 12 points in Argentina).

Opinions vary more widely across educational attainment. Those with more education more likely to prefer a marriage where both the husband and wife have jobs and take care of the house and children in most of the countries surveyed. In fact, in 17 countries, those with more education are more likely to say this by 10 or more points, including difference of at least 20 points in Turkey (25 points more likely), Lebanon (21 points) and Brazil (20 points).

Age is also linked to views on what type of marriage is preferable in about half of the countries surveyed, with people younger than 30 more likely than those ages 50 and older to say a marriage where both the husband and wife have jobs and take care of the house and children is the more satisfying way of life. The difference is particularly pronounced in Lithuania, where 71% of those younger than 30 prefer an egalitarian marriage, compared with 43% of those ages 50 and older. There are also double-digit age differences in the U.S., Canada, Italy, the UK, the Czech Republic, Poland, Slovakia, Australia, South Korea, Lebanon, Tunisia, Argentina, Brazil and Mexico.

Preference for an egalitarian marriage has increased in three of the 16 countries where this question was also asked in 2010 (by 11 percentage points in South Korea, 8 points in Argentina and 6 points in Nigeria). In contrast, smaller shares now see an egalitarian marriage as preferable in Turkey, Indonesia, Russia and Germany. The steepest decline is in Turkey. About six-in-ten (57%) now say a marriage where both the husband and wife have jobs and take care of the house and children is the more satisfying way of life, compared with 72% a decade ago.

• For the purpose of comparing educational groups across countries, we standardize education levels based on the UN’s International Standard Classification of Education (ISCED). The lower education category is below secondary education and the higher category is secondary or above in Brazil, India, Indonesia, Kenya, Lebanon, Mexico, Nigeria, the Philippines, South Africa, Tunisia and Ukraine. In all other countries, the lower education category is secondary education or below and the higher category is postsecondary or above. ↩

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Male Child is More Important than a Female Child Debate

Henry Divine 2 Comments

Table of Contents

Meaning of Debate

Debate is like a friendly argument where people share their opinions about something. They take turns talking, trying to convince others that their point of view is the best. It’s a way to discuss and understand different sides of an issue.

So the goal of a debate is not necessarily to produce a winning side. Rather, it is to extensively discuss an issue from different perspectives with the aim of understanding it holistically.

In the next few sections, I will show you some of the points people raise when they argue that a male child is more important than a female child in a family. I will also give you some opposing points with which others argue against the motion. Thereafter, I will give you sample debates on the topic as a guide to crafting your own if you need to.

Read Also: Apology Letter to School Principal: Writing Guide, Format and Samples

Male Child is more Important than a Female Child Debate

Let’s look at the points with which you can either argue for the motion or against it.

Points Arguing for the Motion which states that a male child is more important than a female child

• The male children carry the family name from generation to generation, so that the family name and heritage does not die.
• Male children are usually the bread winners and overall providers in the family both nuclear and extended.
• The male child takes over from his father when he is no more.
• Male children are stronger than their female counterparts physiologically. So the family depends on them to take care of strenuous house chores.
• Male children are cheaper and easier to raise when it comes to hygiene and clothing.
• Traditionally, there are roles that are only reserved for males in the society.
• Some cultures just have inexplicable preference for male children. The reason is not far from wanting a male heir to sustain the family name and secure the family’s inheritance and future.

Boy is Better than Girl Quotes

“A boy comes to me with a spark of interest, I feed the spark and it becomes a flame. I feed the flame and it becomes a fire. I feed the fire and it becomes a roaring blaze.” ~ Cus D’Amato. “Boys are sent out into the world to buffet with its temptations, to mingle with bad and good, to govern and direct – girls are to dwell in quiet homes among few friends, to exercise a noiseless influence.” ~ Elizabeth Missing Sewell “BOYS are like alcohol, you throw them up when you’ve had too much. GIRLS are like coffee, you throw them away when they are not HOT ANYMORE.” ~ Unknown “Boys insult each other, but they really don’t mean it. Girls compliment each other but they don’t mean it either.” ~ Unknown

Points Arguing Against the Motion which states that a male child is more important than a female child

• In the face of current harsh economic realities, female children contribute to the family’s economic stability through different income-generating activities.
• Female children are more useful at home in terms of helping around with chores.
• Most female children turn out to be more responsible, more reliable and even more sensible.
• In terms of education, female children are more important than their male counterparts because if you educate a male child you educate just one person but when you educate a female child you educate the nation. The reason is because they will impact that knowledge to their children, neighbors and so on.
• A son is a son until he gets a wife. But a daughter is a daughter all of her life.
• Female children provide social security to their parents in their old age by taking care of them.
• Female children form alliances and strengthen social bonds between families through marriage.

Girl is Better than Boy Quotes

“I don’t think women are better than men, I think men are a lot worse than women.” —Louis C. K. “Once made equal to man, woman becomes his superior.” —Socrates “I think women are foolish to pretend they are equal to men; they are far superior and always have been.”  —William Golding “You see a lot of smart guys with dumb women but you hardly ever see a smart woman with a dumb guy.”  —Erica Jong

A Sample Debate Supporting the Motion that Male Child is More Important than a Female Child Debate

Good morning, Mr. Chairman, Panel of Judges, accurate time-keeper, co-debaters, Ladies and Gentlemen. I am Prince Mojeed representing SSS II. I am here to support the motion that states, “A male child is more important than a female child.” Here are my strong reasons.

Firstly, male children play a crucial role in carrying forward the family name and heritage from generation to generation. It is through them that the lineage remains intact, ensuring that the family’s legacy endures through time.

Secondly, in many societies, male children are traditionally seen as the primary breadwinners and providers for both nuclear and extended families. Their role as providers is essential for the economic stability and well-being of the family unit.

Furthermore, the male child often assumes the responsibility of taking over from his father when he is no longer able to fulfill his duties. This continuity ensures the smooth transition of leadership and the preservation of family traditions and values.

Physiologically, male children are generally stronger than their female counterparts, making them better suited for strenuous household chores and physical labor. Their strength and endurance are relied upon for tasks that require physical exertion which is often needed for the smooth functioning of the family unit.

Lastly, when considering the economic aspect, it is often believed that male children are cheaper and easier to raise compared to female children. Parents don’t need to spend money buying pads, wigs, bras, weavons, nails, and so on.

In conclusion, the importance of male children cannot be understated, as they play multifaceted roles in upholding family heritage, providing economic stability, assuming leadership positions, contributing to physical labor, and easing the financial burden on the family. For these reasons, we firmly support the motion that a male child is more important than a female child. Thank you.

A Sample Debate Opposing the Motion that Female Children are more Beneficial to their Parents than Male Children

Good morning, Mr. Chairman, esteemed Panel of Judges, time-keeper, fellow debaters, Ladies, and Gentlemen. I am Prince Mojeed representing SSS I, and I strongly oppose the motion that “female children are more beneficial to their parents than male children.”

It is widely recognized that male children offer more benefits to their parents compared to female children. Here’s why:

Firstly, male children are generally stronger than females, leading them to undertake more strenuous tasks and work harder. While some argue that females excel in the kitchen, it’s important to note that male children can also contribute effectively, depending on how they are trained. However, tasks like splitting firewood with an axe are typically reserved for male children due to their physical strength.

Secondly, maintaining female children in the family tends to be more costly. Male children are usually content with fewer clothing items, while females often request numerous additional items, leading to higher expenses for their upkeep.

Thirdly, female children typically change their surname upon marriage, relinquishing their maiden name. In contrast, male children retain and uphold their family name throughout their lives, ensuring its continuity.

In many cultures, male children are regarded as the backbone of the family, inheriting their father’s responsibilities and upholding the family’s reputation. Conversely, female children marry into another family, shifting their focus to their husband’s household.

Lastly, the notion that female children care for their parents in old age is not entirely accurate. Male children often take charge of their father’s household, maintaining close ties with their parents and addressing their needs firsthand.

In conclusion, I believe that the arguments presented demonstrate the greater benefits male children offer to their parents compared to female children. Thank you.

Final Thoughts

Don’t forget that debate is like a friendly battle of ideas that helps both the participants and audience to understand different viewpoints, learn new things and improve their communication skills. So, whether you are proposing or opposing, agreeing or disagreeing, debating is a great way to grow and connect with others.

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Why educating women is more important than we realize

The Times of India

The Stri or the Female Energy is the creatrix, mother of all gods, conqueror of all evil, dispenser of all boons in the Indian culture. She is considered the divine power of the universe from where all beings are born. This divine female energy is worshipped with intense adoration and devotion in India.

Yet, it is in India itself that we find the most intense contradiction towards the female shakti.

On one hand we surrender to the divine Durga to protect us and on the other hand we look down upon the feminine principle with condemnation, contempt, cause of all failures, source of lust and miseries.

An Indian woman suffers this wrath both in her mind and heart right from her birth. She struggles to understand her true role, position, and identity in human society. She lives in a dilemma, wondering whether to relate to the feminine deities being erected all around her or to an unborn female avatar which was never allowed to be born.

Since ancient times women have not been denied legal, social, and educational rights in India but certainly in practise they have been more preoccupied and confined to domestic affairs and that is where their social subordination began.

Despite such subjugation, women have survived important roles such as bold householders, strong mothers, queens, administrators, warriors, elected representatives and leaders. Therefore, despite oppression and denial, India has, time and again, truly experienced the shakti of this female creative force.

The way forward for India and humans in general is to treat the Female Shakti (The Feminine Powerhouse) with respect, deep regard, equal access to experiences, learning and opportunities. All sexes should be allowed to find, above all sexual differences, their full inner potential.

India, the land of diversity and contrast, India the ardent worshipper of the Shakti-The Durga can perhaps lead mankind into human success based in deep regard for the deep inner potential, intellectual prowess and ingenuity of women. Denying women their due place is denying mankind its due success.

Women Across the Globe

The battle for legal, civil, social, and educational equality is a central element of woman’s rights globally. However, a deeper understanding of the women’s needs has revealed that in daily life they struggle to voice their objections and opinions, struggle to agree or disagree, condemn, or promote, speak, share, discuss, and struggle to manage, participate and lead.

Therefore, it would not be incorrect to state that the battle is only half won if the women get access to education and opportunities but no access to exercise their will.

Women across the globe may be characterized by diversity in feminine energy and feminine approach to life, work, family, and society yet their basic emotional, psychological, physical, mental, intellectual, social, professional, and creative needs tie them together to a common cause. The common cause being-women across the globe want to be active participants and decision makers in their own lives and refuse the passivity that is expected of them.

A modern progressive woman prides herself with all her feminine virtues. She wishes to embrace her own self in entirety not to put men down but only to break out of an oppressed state so that she can realize her own untapped full potential.

Women today are capable of and want to accumulate the advantages of both the sexes, but she is not willing to pay an unfair price for achieving this. For instance, a young mother wants the right to work or not to work to lie within the realms of her decision-making powers.

She wishes to be able to make a choice between scenarios where in one she wishes to fully involve herself in her motherhood and suspend her professional aspirations without being made to feel undeserving or financially dependent. Or in another scenario where she wishes to strike a balance between her motherhood and professional duties and yet not labelled as irresponsible and selfish. Such a state of choice with dignity would be true liberation for a young mother.

Equal Education is a Steppingstone Towards Gender Equality, Quality Socialization and Economic Growth

Denying women access to equal and quality education opportunities encourages gender segregation and stereotypical behaviour in society. Perceptions towards gender roles are sowed by members of family and society very early on in the lives of men and women which adversely impacts the quality of the socialization process.

Creating gender neutral learning environments can serve as a steppingstone to quality socialization. This in turn can help in creating favourable position for women in creative, scientific, technological, professional endeavours and lessen their personal and social struggles.

Any society that denies and discourages women from boldly participating in the learning process is only encouraging biased patterns that are deeply rooted in promoting the influential masculine identity.

Quality education can help both men and women understand these deep-seated issues in our society, raise their collective and individual levels of awareness, understand the importance of all people, irrespective of sex, in building a healthy and conscious society. In order to ensure sustainable development, it has become imperative to recognize the importance of all the sexes.

When a girl is educated, she is empowered. She can make her own decisions, raise the standard of living for her family and children, create more job opportunities, and reform society as a whole. As a result, a shift in attitudes toward girl child education in India is urgently needed. Every girl child deserves to be treated with love and respect. If all girls complete their education and participate in the workforce, India could add a whopping $770 billion to the country’s GDP by 2025!

Some Important Statistics

As per statistics presented by UNICEF, 129 million girls are out of school around the world, including 32 million of primary school age, 30 million of lower-secondary school age, and 67 million of upper-secondary school age.

Borgen Project, a US based not for profit, study has revealed that every year, 23 million girls in India drop out of school after they begin menstruating due to lack of sanitary napkin dispensers and overall hygiene awareness in schools.

As per National Survey of India, Literacy Rate in India has increased from 73% in 2011 to 77.7% in 2022, however it still stands behind the global literacy rate which stands at 86.5% (as per UNESCO). Of the 77.7% Indian literacy rate in 2022, male literacy rate stands at 84.7% and female literacy rate stands at 70.3% as compared to global average female literacy rate of 79% (as per UNESCO).

There are several factors that influence poorer literacy rates in women as compared to men, the biggest and most crucial factors being inequality and sex-based discrimination. This discrimination pushes the girl child to either never be born (female infanticide) or the woman to be predominantly pushed into household affairs.

Low enrolment rates, high dropout rates, social discrimination, unsafe public spaces, prioritizing boy child education are some other important factors that negatively influence female education.

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