

Readers React

I think most of us, teachers included, would agree that boys and girls often approach learning differently. Girls are more advanced in language arts and fine motor skills at earlier ages, while boys perceive spatial relationships more vividly, function longer on the literal level, and have more testosterone and, thus, a greater need to deal with pent-up physical energy. Good teachers custom-fit their teaching to meet the unique learning needs of all their students — both boys and girls — while setting high expectations.

However, women who are the product of single-sex education are significantly more likely to study math and science, and in all-boys schools, young men tend to be less self-conscious about studying music, art or acting, and they are more open to sharing their feelings. A full and open discussion of the benefits of single-sex education should not be left out of a dialogue to help our boys and our girls on their way to postsecondary academic success.

JOSEPH T. COX

Executive Director, International Boys School Coalition

Bokeelia, Fla.



Mr. Kullman makes some very important points about how schools must be become more aware about how boys are disengaging from learning. Our position as early childhood educators is that the problems start very early and must be addressed beginning in pre-K. The focus must be on the development of positive social-emotional skills and learning about how to self-regulate one’s behavior. Without these essential skills, boys are not ready for academic learning. And pushing academics into early childhood is not the answer. All young children learn best through active play, and for boys, the opportunity to do so is critical to their engagement in learning.

There are many more strategies for making schools work better for boys. Providing reading material that speaks to their interests, focusing on their strengths instead of their weaknesses, and respecting and supporting their need for physical activity are just a few.

We part with Mr. Kullman about single-sex schools. There is ample research that shows it is not an effective solution. We live in a coed world and school should reflect that reality. Boys and girls learn from each other. There are many things that we as parents and teachers can do to make school a more successful experience for boys. For starters, pay attention to the problem.

BARBARA SPRUNG

MERLE FROSCHL

NANCY GROPPER

New York

Ms. Sprung and Ms. Froschl are co-directors of educational equity at FHI 360, a human development organization. Dr. Gropper is associate dean of academic affairs at Bank Street College of Education. They are the co-authors of “Supporting Boys’ Learning: Strategies for Teacher Practice, Pre-K-Grade 3.”



Mr. Kullman’s letter about gender inequality is well intended, but mostly off the mark. The inequality that he refers to is based on always changing social expectations rather than on the more permanent sex-related differences dictated by biology. And my more than 40 years in education has inclined me to accept the wisdom of the saying: “We raise our daughters, but we love our sons.”