There’s an interesting op-ed on the role of gender stereotypes in gender differences in college participation and performance in the New York Times today by Andrew Reiner who teaches a course on masculinity at Towson University, and I thought our readers might be interested. Here’s a snippet of it:
In many ways, the young men who take my seminar — typically, 20 percent of the class — mirror national trends. Based on their grades and writing assignments, it’s clear that they spend less time on homework than female students; and while every bit as intelligent, they earn lower grades with studied indifference. When I asked one of my male students why he didn’t openly fret about grades the way so many women do, he said: ‘Nothing’s worse for a guy than looking like a Try Hard.’
In a report based on the 2013 book “The Rise of Women: The Growing Gender Gap in Education and What It Means for American Schools,” the sociologists Thomas A. DiPrete and Claudia Buchmann observe: “Boys’ underperformance in school has more to do with society’s norms about masculinity than with anatomy, hormones or brain structure. In fact, boys involved in extracurricular cultural activities such as music, art, drama and foreign languages report higher levels of school engagement and get better grades than other boys. But these cultural activities are often denigrated as un-masculine by preadolescent and adolescent boys.
. . . By the time many young men do reach college, a deep-seeded gender stereotype has taken root that feeds into the stories they have heard about themselves as learners. Better to earn your Man Card than to succeed like a girl, all in the name of constantly having to prove an identity to yourself and others.