
Stupid Clown
Hate me all you want. I don't care.
★★★★★
- Joined
- Nov 29, 2022
- Posts
- 37,401
"Men are not oppressed anywhere for being men"
Direct and indirect aggressive behaviors were studied using surveys and interviews of students in two public schools. The variables of “sex-of-aggressor” and “sex-of-target” were included. Claims in previous research that girls engage in far more indirect aggression than boys are not supported. Further, it was found that girls are more likely to target the opposite sex with direct aggression than boys. This suggests more gender fluidity in the use of aggression by girls and adds to a growing body of research that dispels the notion that direct and indirect aggression can be neatly sorted into male and female categories of behavior.
Boys, however, have been found to much more likely to target their own sex with direct aggression, so they are overall more directly aggressive.
https://link.springer.com/article/1...s.
[/QUOTE]
https://doi.org/10.1002/berj.3324
New research shows that playful boys are viewed as rebellious and disruptive by their 1st, 2nd, and 3rd grade teachers whereas playful girls are not. As a result of observing teachers' attempts to discourage the expression of playfulness, the boys' classmates changed their view of these "class clowns" from initially positive to increasingly negative. The playful boys also developed more negative perceptions of themselves over time. The study, published in Frontiers in Psychology, indicates that teachers' negative perceptions of playful boys in their early school years may forebode a longer-term negative trajectory for the boys as they continue through their formal school years.

Frontiers | The Education of Playful Boys: Class Clowns in the Classroom
This longitudinal study identified degrees of playfulness in 278 kindergarten-aged children, and followed them through their next three school years to deter...

Women more likely to be hired in STEMhttps://www.pnas.org/doi/10.1073/pnas.1418878112Cornwell found that boys in all racial categories are not being “commensurately graded by their teachers” in any subject “as their test scores would predict.”
The answer lies in the way teachers, who are statistically mostly women, evaluate students without reference to objective test scores. Boys are regularly graded well below their actual academic performance.
Boys are falling significantly behind in grades, “despite performing as least as well as girls on math tests, and significantly better on science tests.”
After fifth grade, he found, student assessment becomes a matter of “a teacher’s subjective assessment of the student’s performance”, and is further removed from the guidance of objective test results. Teachers, he says, tend to assess students on non-cognitive, “socio-emotional skills.” This has had a significant impact on boys’ later achievement because, while objective test scores are important, it is teacher-assigned grades that determine a child’s future with class placement, high school graduation and college admissibility.
Eliminating the factor of “non-cognitive skills…almost eliminates the estimated gender gap in reading grades”, Cornwell found. He said he found it “surprising” that although boys out-perform girls on math and science test scores, girls out-perform boys on teacher-assigned grades.
The report also found that:
It has been shown that boys and girls do better in reading when they have a same sex teacher. Just one year with a male teacher reduced the reading gap by 1/3 for 13 year old boys. It has also been shown:
- At primary level 85% of teachers are female. This has remained roughly the same since 2003.
- At secondary level the percentage of male teachers has fallen steadily at first and later precipitously from 40% in 2003 to 31.7% in 2012.
2024 Finnish study using Blinder‑Oaxaca decomposition revealed that boys received lower school grades than girls even when test-based competence was the same

Frontiers | The gender achievement gap in grades and standardised tests—what accounts for gender inequality?
We studied the gender achievement gap in grades and standardised test scores in Finland, where the gender differences are largest among OECD countries. We co...


Do teacher and classroom characteristics affect the way in which girls and boys are graded?
Teachers’ evaluations of students do not consider only academic competence, but are imbued with social considerations related to individual teacher and student characteristics, their interactions, ...
www.tandfonline.com
Error - Cookies Turned Off
Last edited: