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Schools and Boys: Implications for Special Educators
2nd Pacific Rim Conference on Education (2008)
  • Jack Hourcade, Boise State University
  • Holly Anderson, Boise State University
Throughout history boys and girls have been perceived by schools and society as possessing different and distinctive learning styles and capabilities. More recently, boys may be more "at-risk" under contemporary school practices. Three differences were identified: 1) Boys are significantly more likely than girls to demonstrate learning and behavior characteristics associated with school failure. Special educators should provide greater opportunities for boys to learn and be evaluated through nonverbal activities, including multi-media presentations. 2) Boys may have higher activity needs than girls. This causes problems when boys are asked to sit for extended periods of time. Special educators should provide out-of-seat activities in which boys physically interact with learning materials. 3) Boys may be less skilled than girls in emotional and social skills, including reading subtle social indicators of behavioral expectations. Special educators should expose boys to socially skilled role models, including peers and teachers, explicitly pointing out to boys exactly what these individuals do. Session attendees will learn three common unrecognized sources of gender bias in common instructional practices, and effective resolutions to these issues.
Publication Date
October, 2008
Citation Information
Jack Hourcade and Holly Anderson. "Schools and Boys: Implications for Special Educators" 2nd Pacific Rim Conference on Education (2008)
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