Notice bibliographique
Résumé
The War Against Boys by Christina Hoff Sommers is an eye opening discussion about boys' underachievement in education and how that will impact our economic future.After major waves of feminism and decades of trying to reform policies, strides in education for women have been massive.Women and girls today outperform men in nearly every measure of social, academic, and vocational well-being.But unfortunately at the same time, male underachievement has only gotten worse.Christina Hoff Sommers contends that it is time to take a hard look at our present-day realities and recognize that boys need our help.Our refusal to confront our reality that boys are suffering academically will harm our economic future.The War Against Boys is an incisive, rigorous, and heartfelt argument in favour of recognizing and confronting this new reality. The Gender GapIt is portrayed in the media that the gap in education is based on race and class but in reality, the main gap in education is gender-based (Sommer, 2013, 23-24).For evidence that boys are doing fine educationally, people have attempted to use the wage gap (Sommer, 2013, 25-26).Studies have revealed that there really isn't a wage gap between men and women (Sommer, 2013, 26).Instead, when comparing all relevant variables and éducation 47:3 (2024) www.cje-rce.cacomparing oranges to oranges, women often make more money than men.Sommers discusses this when she states, "The 23-cent gender pay gap is simply the difference between the average earnings of all men and women working full-time.It does not account for differences in occupations, positions, education, job tenure, or hours worked required per week.When mainstream economists consider the wage gap, they find that pay disparities are almost entirely the result of women's different life preferences-what men and women choose to study in school, where they work, and how they balance their home and career" (Sommer, 2013, 26).This was very surprising because the media still portrays this image that women are still disadvantaged and the gender gap is still prevalent in today's society when in fact it is not true.Sommers does a great job of highlighting this information for her readers with evidence to back up her stance. Classroom StrategiesClassroom strategies have changed to become more geared towards girls rather than boys.Sommers explains how our classrooms have shifted to become more feelings entered, risk averse, sedentary, and competition-free which are all movements away from the characteristic sensibilities of boys.There are many schools that have eliminated different types of games based on competition in order that no one's feelings are hurt.Sommer lists many examples of this such as, tug of war, tag, and dodgeball.Sommers explains that activities in the classroom have become feelings and imagination-oriented rather than physical; "From the earliest age, boys show a distinct preference for active outdoor play, with a strong predilection for games with body contact, conflict, and clearly defined winners and losers.Girls, too, enjoy raucous outdoor play, but they engage in it less" (Sommer, 2013, 41).Actual aggression and rough and tumble play lines have been blurred by teachers and administration.In response boys are getting punished more for things that are not that serious, creating this zero-tolerance policy.All of this has led to more suspensions which is a direct indicator of boys becoming disengaged in school and therefore not going to post secondary education.The long-term effects of these classroom strategies in how boys relate to and perceive learning and school is very eye-opening.Sommers states, "In classrooms across the country little boys got the message that there was something wrong with them-something the teacher was trying to change.It is doubtful that these efforts at resocialization were ever successful.But they surely succeeded in making lots Book Review: Lansi xxviiiCanadian Journal of Education / Revue canadienne de l'éducation 47:3 (2024) www.cje-rce.ca of little boys confused and unhappy" (Sommers, 2013, 70).It is sad to think that we as a society have created this reality for boys.Sommers gives an insightful account of how our classroom strategies have impacted boys.While we may not realize that we have inadvertently caused boys to withdraw in education, we must use this information to rectify this situation.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,014 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,003 | 0,001 |
| Bibliométrie | 0,005 | 0,008 |
| Études des sciences et des technologies | 0,002 | 0,003 |
| Communication savante | 0,008 | 0,005 |
| Science ouverte | 0,003 | 0,002 |
| Intégrité de la recherche | 0,005 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,049 | 0,032 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».