The War Against Boys

This we think we know: American schools favor boys and grind down girls. The truth is the very opposite. By virtually every measure, girls are thriving in school; it is boys who are the second sex

Illustration by Jonathan Carlson

Politics Dressed Up As Science

Gilligan's ideas about demoralized teenage girls had a special resonance with women's groups that were already committed to the proposition that our society is unsympathetic to women. The interest of the venerable and politically influential American Association of University Women, in particular, was piqued. Its officers were reported to be "intrigued and alarmed" by Gilligan's research. They wanted to know more.

In 1990 The New York Times Sunday Magazine published an admiring profile of Gilligan that heralded the discovery of a hidden crisis among the nation's girls. Soon after, the AAUW commissioned a study from the polling firm Greenberg-Lake. The pollsters asked 3,000 children (2,400 girls and 600 boys in grades four through ten) about their self-perceptions. In 1991 the association announced the disturbing results, in a report titled Shortchanging Girls, Shortchanging America: "Girls aged eight and nine are confident, assertive, and feel authoritative about themselves. Yet most emerge from adolescence with a poor self-image, constrained views of their future and their place in society, and much less confidence about themselves and their abilities." Anne Bryant, the executive director of the AAUW and an expert in public relations, organized a media campaign to spread the word that "an unacknowledged American tragedy" had been uncovered. Newspapers and magazines around the country carried reports that girls were being adversely affected by gender bias that eroded their self-esteem. Sharon Schuster, at the time the president of the AAUW, candidly explained to The New York Times why the association had undertaken the research in the first place: "We wanted to put some factual data behind our belief that girls are getting shortchanged in the classroom."

As the AAUW's self-esteem study was making headlines, a little-known magazine called Science News, which has been supplying information on scientific and technical developments to interested newspapers since 1922, reported the skeptical reaction of leading specialists on adolescent development. The late Roberta Simmons, a professor of sociology at the University of Pittsburgh (described by Science News as "director of the most ambitious longitudinal study of adolescent self-esteem to date"), said that her research showed nothing like the substantial gender gap described by the AAUW. According to Simmons, "Most kids come through the years from 10 to 20 without major problems and with an increasing sense of self-esteem." But the doubts of Simmons and several other prominent experts were not reported in the hundreds of news stories that the Greenberg-Lake study generated.

The AAUW quickly commissioned a second study, How Schools Shortchange Girls. This one, conducted by the Wellesley College Center for Research on Women and released in 1992, focused on the alleged effects of sexism on girls' school performance. It asserted that schools deflate girls' self-esteem by "systematically cheating girls of classroom attention."Such bias leads to lower aspirations and impaired academic achievement. Carol Gilligan's crisis was being transformed into a civil-rights issue: girls were the victims of widespread sex discrimination. "The implications are clear," the AAUW said. "The system must change."

With great fanfare How Schools Shortchange Girls was released to the remarkably uncritical media. A 1992 article for The New York Times by Susan Chira was typical of coverage throughout the country. The headline read "Bias Against Girls is Found Rife in Schools, With Lasting Damage." The piece was later reproduced by the AAUW and sent out as part of a fundraising package. Chira had not interviewed a single critic of the study.

In March of last year I called Chira and asked about the way she had handled the AAUW study. I asked if she would write her article the same way today. No, she said, pointing out that we have since learned much more about boys' problems in school. Why had she not canvassed dissenting opinions? She explained that she had been traveling when the AAUW study came out, and was on a short deadline. Yes, perhaps she had relied too much on the AAUW's report. She had tried to reach Diane Ravitch, who had then been the former U.S. assistant secretary of education and was a known critic of women's-advocacy findings, but without success.

Six years after the release of How Schools Shortchange Girls, The New York Times ran a story that raised questions about its validity. This time the reporter, Tamar Lewin, did reach Diane Ravitch, who told her, "That [1992] AAUW report was just completely wrong. What was so bizarre is that it came out right at the time that girls had just overtaken boys in almost every area. It might have been the right story twenty years earlier, but coming out when it did, it was like calling a wedding a funeral.... There were all these special programs put in place for girls, and no one paid any attention to boys."

One of the many things about which the report was wrong was the famous "call-out" gap. According to the AAUW, "In a study conducted by the Sadkers, boys in elementary and middle school called out answers eight times more often than girls. When boys called out, teachers listened. But when girls called out, they were told 'raise your hand if you want to speak.'"

But the Sadker study turns out to be missing—and meaningless, to boot. In 1994 Amy Saltzman, of U.S. News & World Report, asked David Sadker for a copy of the research backing up the eight-to-one call-out claim. Sadker said that he had presented the findings in an unpublished paper at a symposium sponsored by the American Educational Research Association; neither he nor the AERA had a copy. Sadker conceded to Saltzman that the ratio may have been inaccurate. Indeed, Saltzman cited an independent study by Gail Jones, an associate professor of education at the University of North Carolina, at Chapel Hill, which found that boys called out only twice as often as girls. Whatever the accurate number is, no one has shown that permitting a student to call out answers in the classroom confers any kind of academic advantage. What does confer advantage is a student's attentiveness. Boys are less attentive—which could explain why some teachers might call on them more or be more tolerant of call-outs.

Despite the errors, the campaign to persuade the public that girls were being diminished personally and academically was a spectacular success. The Sadkers described an exultant Anne Bryant, of the AAUW, telling her friends, "I remember going to bed the night our report was issued, totally exhilarated. When I woke up the next morning, the first thought in my mind was, 'Oh, my God, what do we do next?'" Political action came next, and here, too, girls' advocates were successful.

Categorizing girls as an "under-served population" on a par with other discriminated-against minorities, Congress passed the Gender Equity in Education Act in 1994. Millions of dollars in grants were awarded to study the plight of girls and to learn how to counter bias against them. At the United Nations Fourth World Conference on Women, in Beijing in 1995, members of the U.S. delegation presented the educational and psychological deficits of American girls as a human-rights issue.

The Myth Unraveling

By the late 1990s the myth of the downtrodden girl was showing some signs of unraveling, and concern over boys was growing. In 1997 the Public Education Network (PEN) announced at its annual conference the results of a new teacher-student survey titled The American Teacher 1997: Examining Gender Issues in Public Schools. The survey was funded by the Metropolitan Life Insurance Company and conducted by Louis Harris and Associates.

During a three-month period in 1997 various questions about gender equity were asked of 1,306 students and 1,035 teachers in grades seven through twelve. The MetLife study had no doctrinal ax to grind. What it found contradicted most of the findings of the AAUW, the Sadkers, and the Wellesley College Center for Research on Women: "Contrary to the commonly held view that boys are at an advantage over girls in school, girls appear to have an advantage over boys in terms of their future plans, teachers' expectations, everyday experiences at school and interactions in the classroom."

Some other conclusions from the MetLife study: Girls are more likely than boys to see themselves as college-bound and more likely to want a good education. Furthermore, more boys (31 percent) than girls (19 percent) feel that teachers do not listen to what they have to say.

At the PEN conference, Nancy Leffert, a child psychologist then at the Search Institute, in Minneapolis, reported the results of a survey that she and colleagues had recently completed of more than 99,000 children in grades six through twelve. The children were asked about what the researchers call "developmental assets." The Search Institute has identified forty critical assets—"building blocks for healthy development." Half of these are external, such as a supportive family and adult role models, and half are internal, such as motivation to achieve, a sense of purpose in life, and interpersonal confidence. Leffert explained, somewhat apologetically, that girls were ahead of boys with respect to thirty-seven out of forty assets. By almost every significant measure of well-being girls had the better of boys: they felt closer to their families; they had higher aspirations, stronger connections to school, and even superior assertiveness skills. Leffert concluded her talk by saying that in the past she had referred to girls as fragile or vulnerable, but that the survey "tells me that girls have very powerful assets."

The Horatio Alger Association, a fifty-year-old organization devoted to promoting and affirming individual initiative and "the American dream," releases annual back-to-school surveys. Its survey for 1998 contrasted two groups of students: the "highly successful" (approximately 18 percent of American students) and the "disillusioned" (approximately 15 percent). The successful students work hard, choose challenging classes, make schoolwork a top priority, get good grades, participate in extracurricular activities, and feel that teachers and administrators care about them and listen to them. According to the association, the successful group in the 1998 survey is 63 percent female and 37 percent male. The disillusioned students are pessimistic about their future, get low grades, and have little contact with teachers. The disillusioned group could accurately be characterized as demoralized. According to the Alger Association, "Nearly seven out of ten are male."

In the spring of 1998 Judith Kleinfeld, a psychologist at the University of Alaska, published a thorough critique of the research on schoolgirls titled "The Myth That Schools Shortchange Girls: Social Science in the Service of Deception." Kleinfeld exposed a number of errors in the AAUW/Wellesley Center study, concluding that it was "politics dressed up as science." Kleinfeld's report prompted several publications, including The New York Times and Education Week, to take a second look at claims that girls were in a tragic state.

The AAUW did not adequately respond to any of Kleinfeld's substantive objections; instead its current president, Maggie Ford, complained in the New York Times letters column that Kleinfeld was "reducing the problems of our children to this petty 'who is worse off, boys or girls?' [which] gets us nowhere.'" From the leader of an organization that spent nearly a decade ceaselessly promoting the proposition that American girls are being "shortchanged," this comment is rather remarkable.

Presented by

Christina Hoff Sommers is the W. H. Brady Fellow at the American Enterprise Institute.

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