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The Status of Males in Higher Education: Losing Momentum

ASSOCIATION FOR INSTITUTIONAL RESEARCH 2007 ANNUAL FORUM Kansas City, MO. The Status of Males in Higher Education: Losing Momentum. Bobbie Everett Terri Manning Central Piedmont Community College. Why We Are Concerned About Boys?.

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The Status of Males in Higher Education: Losing Momentum

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  1. ASSOCIATION FORINSTITUTIONAL RESEARCH2007 ANNUAL FORUM Kansas City, MO The Status of Males in Higher Education: Losing Momentum Bobbie Everett Terri Manning Central Piedmont Community College

  2. Why We Are Concerned About Boys? • National literature, both popular and scientific, point out gender differences. • K-12 data show gender differences. • Regional and national data show gender differences. • Lots of theory. • No definitive answers. • What we know…..

  3. Interesting Attitudes • Some saw this as a “crisis.” • Others said “survival of the fittest” – boys can’t compete. • Others felt “women have been in this situation for year – now it is boys’ turn.” • Others weren’t concerned because it wasn’t an under-represented group – it was boys.

  4. Boys Issues in K-12 The Boys Project http://www.boysproject.net

  5. Boys and Their Educational Choices The Boys Project http://www.boysproject.net

  6. First Time Freshman Enrollments by Gender – 50 Years (numbers in thousands) (54.8%) (45.2%)

  7. College Graduation Projections (numbers in thousands) (61% of degrees will go to women) (62.6%) (37.4%) (60%) (40%)

  8. Undergraduate Students by Age, Race and Gender 2003-4 Source: US Dept. of Ed., NCES, National Postsecondary Student Aid Study: 2003-4

  9. Persistence to Bachelors Degree Source: US Dept. of Ed., NCES, Beginning Postsecondary Students Longitudinal Studies: 1989/94 and 1995/2001.

  10. What are the Major Theories? • Economic Incentives for Males – they can earn more with a high school degree creating a disincentive for males and an incentive for females. • The School Effect for Males – schools are organized and run in ways that are biased against boys. • Sitting still for long periods • Subject matter (language/literacy in early grades) • Differences in brain development and learning styles • Social/Psychological Factors – male role models are often not educated. Gender differences hinder boys from dealing with deadlines, conforming to norms and manage feelings. Source: Gender Equity in Higher Education: 2006, American Council on Education Center for Policy Analysis.

  11. Theories, cont. • Boys are “thumbing their nose” at society and trying to achieve success through non-traditional means. • School is a middle-class, female- oriented entity and boys have learned they don’t fit in there. • Advantages are given to females and males are at a disadvantage. We will eventually have male liberation movements and “men’s centers” on campuses. • Girls are naturally more serious and studious at young ages. By the time boys get serious, it is too late.

  12. Change in Median Income for Males 1973-2004 Source: Postsecondary Opportunity

  13. Changes in Median Income for Females 1973-2004 Source: Postsecondary Opportunity

  14. How College Freshmen Spend Their Time

  15. Educational Factors from the Lit • Males and females are perceived differently in school leading to differential gender effects.(Riordan, 2003) • Student gender and teacher gender plays a role. Of all children 19 and younger in the US, 51.3% are male and 25% of K-12 teachers are males (decreased from 33% in the past 15 years).(Dee, 2006, NCES, 1998, census.gov, 2006) • Schools reward students who sit quietly for longer (female trait) and discipline students for being too active and energetic (male traits).Boys are seen as disruptive and are disciplined for male characteristics.(Dee 2003, King, 2006, Froschl and Sprung, 2005, Price, 2006)

  16. Educational Factors, cont. • Schools neglect boys’ needs.” Females dominate the school system (as teachers) and gear learning towards females.(Price, Joyce Howard, 2006) • Teacher Ed and educational systems do not prepare teachers to manage the relationships they develop with their students.(Froschl and Sprung) • About 40% of children lack male role models in the home. The school setting lacks male role models which may lead to frustrations among males in school.

  17. Educational Factors, cont. • The media suggests that males should be athletes or musicians which may lead to boys adopting the attitude that school is not important.(King, 2006) • Males may lack a comfortable venue to express their frustrations and society typically does not socialize men to be expressive.(Froshl and Sprung, 2005; Dee 2006; Price 2006) • Once in higher education, male’s frustrations in school and society could contribute to poor male retention and engagement.

  18. Perceived Economic Incentives, Social Class, Race/Ethnicity and Gender • The facts: • African American males are less likely to attend college. • Racial/ethnic differences should be recognized in respect to gender differences and equity in education. • Racial/ethnic differences reflect variations in the expectations of students. • Social and cultural capital are important contributors to college enrollment. • Parental influences contribute to the decision and ability to attend college. • Mother’s educational attainment is related to the likelihood that children will be encouraged to go to college. (Perna, 2000)

  19. Economic Incentives • Women are “getting it” – that educational achievement matters in terms of potential earnings, lifestyle options and opportunities for success. Males don’t seem to get it. (Mortenson, 2001, p.7) • A CPCC sociology professor suggests that women place more value in pursing a higher education - there is a “different meaning attached to pursuing and obtaining a higher education”. • Men perceive they will do better than women with less educational attainment which creates less of an economic incentive for them. • The median income for men with a high school diploma is $30,366 compared to $24,166 for women of a similar age range and job history. (King 2006)

  20. Biology • Women and men process information differently. • Women process information with the right side of their brains. • Women can multi-task. • Males can do physical labor for longer than females. • Blue collar jobs may still be a better option for males than females.

  21. Take a Look at a Large Urban K-12 School District

  22. Percent At or Above Grade Level in Reading (K-8)

  23. Percent At or Above Grade Level in Math (K-8)

  24. Percent At or Above Grade Level on State Writing Exam (4th, 7th and 10th Grades)

  25. Percent At or Above Grade Level – End of Course Testing by Gender

  26. Why the Flip/Flop?

  27. Other Indicators Percent Missing 18 Days or More Percent Receiving Out-of-School Suspension – Grades 6-12

  28. Other Factors Number of Alternative Placements Due to Behavior Violations

  29. Of the 2002-03 Ninth Grade Class (should have been June 2006 graduates) 2002-03 Ninth Grade Class (5,030 males and 5,551 females)

  30. Mean SAT Subscale Scores by Gender Females 53% Females 54%

  31. SAT Scores by GenderVerbal

  32. SAT Scores by Gender Math

  33. SAT Scores by Gender Writing

  34. Why Don’t Women Do as Well on the SAT • It is speculated that test score differences are the result of background differences based on racial/ethnic groups, income as a proxy for socio-educational status, presence or absence of certain basic high school courses and proposed college major. When scores were adjusted for these variables, females scored two points higher on SAT Verbal. (Burton, Lewis and Robertson, 1988)

  35. Number and Percent Completing an Advanced Placement or International Baccalaureate Course (61.2%) (62.4%) (61.8%) (55.1%) (54.1%) (52.1%) (54.1%) (53.8%) (49.2%) (45.8%)

  36. The New Basics • One of the best predictors of enrollment and success in college is the academic rigor of high school. • The New Basics are: • 4 years of English • 3 years of social science • 3 years of math • 3 years of science • 2 years of foreign language • 1 semester of computer science

  37. Percent Completing the New Basics by Gender Source: US Dept. of Ed., NCES, Digest of Education Statistics 2004.

  38. Full and Part-time Status by Gender - CPCC

  39. Percent Attending Full-time by Race and Gender - CPCC

  40. Grade Distribution by GenderFall 2004 26.3% 21.5% 23.5% 31.8% 7.2% 9.8% 3.6% 21.7% 4.4% 12.7% 23.1% 14.4% Of the 27,438 course registrations that female students completed. Of the 20,538 course registrations that male students completed.

  41. Grade Distribution by GenderFall 2005 26% 22% 31% 23% 10% 8% 22% 3% 23% 5% 13% 14% Of the 27,510 course registrations that female students completed. Of the 20,669 course registrations that male students completed.

  42. New Students – Percent Testing to Developmental by Gender - CPCC

  43. Did They Take Developmental Math?

  44. Did They Take Developmental Reading

  45. Did They Take Developmental English

  46. Percent A-C Grades by Genderin Developmental Courses Fall 2005 Fall 2004

  47. Total Bachelor’s Degrees Awarded

  48. Gateway Course PerformanceOf Top 20 Highest Enrolled by Gender

  49. Gateway Course PerformanceOf Top 20 Highest Enrolled by Gender

  50. Gateway Course PerformanceOf Top 20 Highest Enrolled by Gender

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