这些行为评估主要基于全美各地教师对差异明显的学生群体的观察,当然带有主观性。但它们显然在一定程度上反映出了现实情况,因为这些行为差异随后就转化为学业差异。到了高中,就连选修高等数学和科学课的女生现在都比男生多。在今年春天全美各地的毕业典礼上,身穿学位服的女生数量肯定会明显多于男生。
The experts who study the subject disagree on the solutions. Some, like Ms. Buchmann and Mr. DiPrete, point out that boys still do quite well in the best-performing schools. When good grades bring high status, boys respond. To the researchers in this camp, the answer involves improving schools, which will have a disproportionate effect on boys, rather than changing schools to be more attuned to boys’ needs.
研究这个问题的专家对解决方案持不同意见。布赫曼和迪普雷特等人指出,在成绩最好的学校,男孩的表现还是相当不错的。当好成绩带来高地位时,男孩会予以回应。在这个阵营的研究人员看来,解决方案在于改善学校教育(这将对男孩产生更大的影响),而不是改变学校教学来迎合男孩的需要。
Others, like Christina Hoff Sommers, argue that today’s education system fails to acknowledge the profound differences between boys and girls. It asks boys to sit still for hours every day and provides them with few role models in front of the classroom. Just as the dearth of female science professors hampers would-be female science majors in college, the dearth of male fourth-grade teachers creates problems for 10-year-old boys.
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