The clash in the classroom

"At Colleges, Women Are Leaving Men in the Dust" declared the headline of The New York Times. "Affirmative action for boys?" asked an article in The Week. Esquire summed up the situation most succinctly: "The Problem with Boys."

The problem, in short, is that male college students are lagging behind their female counterparts for the first time in the history of education. Men score lower on standardized tests, are more likely to be kept back, have higher dropout rates in both high school and college, and earn lower grades.

The Department of Education reports that male students are less likely to complete their undergraduate degrees in less than five years. That is, if they receive their degrees at all - men are less likely to earn bachelor's degrees than women, regardless of race or socioeconomic group.

Over the past several decades, women have found their opportunities in academia and the job market widening. In 1970, males composed 56 percent of college students. Now they are only 45 percent of the student population at four-year colleges and universities, according to Susan Porter Robinson of the American Council on Education.

According to Boston College Student Services, 52 percent of BC students are female. The gender split at BC is less striking than it is at many universities.

"I don't see it as being much of an issue at BC, maybe in part because we have such popular [men's] athletic teams," said Julie Burgess, A&S '08.

In fact, adding or increasing sports programs are some of the ways that colleges are using to try to coax more male applicants. Husson College, in Maine, started a football team after its class of 2007 was only 35 percent male. Other methods have included adding more photos of men to admissions pamphlets, as Dickinson College, in Pennsylvania, did after its class of 2004 was just 36 pecent male.

The gap at BC, though small compared to the national trends, has been widening in recent years. The University as a whole has 4,735 full-time female undergraduates and 4,285 males. Women make up the majority of the student body in the College of Arts and Sciences (A&S), the Lynch School of Education (LSOE), and the Connell School of Nursing (CSON). Men are still the majority in the Carroll School of Management (CSOM), although this may be also changing.

"Accounting used to be a very male-dominated field. There's been a huge change in the past 10 or 20 years," said Arnold Wright, professor of accounting, "Although we're still seeing a lack of female CEOs running businesses."

Many have expressed the opinion that it is not men who are falling behind, but rather women who are stepping up. "Maybe it's because many of our generation's moms didn't have as many opportunities; girls are trying harder to better themselves," said Burgess.

"There has been a societal shift," said Wright. "Thirty years ago men didn't have to compete with women. There was a kind of complacency."

Despite the shift from a male to a female majority, students and faculty alike believe that the quality of BC necessitates a certain level of equality. "I think there is a certain type of student that goes here, and regardless of gender, that student wants to succeed," said Cait Bradley, CSOM '09.

"The boys who are here, want to be here," said Megan Ritter, A&S '08.

Students agreed that the competitive nature of BC forces all students to do well, regardless of gender. "I think the competition here keeps everyone motivated to study, do well, get help when they need it, etc., especially among the pre-professional groups, including pre-med, pre-law, and business," said Caitlyn Holt, CSOM '09.

Although data showing any differences regarding male versus female GPAs was unavailable, male students did not appear to adhere strictly to the national trends.

"Women do tend to have higher high school GPAs and men tend to have higher SAT scores when they come through undergraduate admission, so some balance is maintained in their academic potential," said Robert Lay, the dean for Enrollment Management.

While women do better in entry-level classes, men close the gap by senior year.

"At the sophomore level there's a difference between male and female students. But by the graduate level this is not much of an issue," said Wright.

"I have an impression that women do better than men - they're more articulate, more well-prepared, more motivated - but the difference seems marginal," said Charles Derber, professor of sociology. "My students tend to be good across the board."

"We have a lot of good male students and a lot of good female students, but the females seem to be more likely to study more; they're more serious about seeing the practical connections," said Elfriede Fürsich, a professor in the communication department. "I still think that women face more hurdles after college."

Professors see the biggest differences in the levels of classroom participation.

"It still seems slightly more likely for males to feel comfortable participating," said Derber.

"Raising your hand in class is a risky endeavor. Men have a tendency to participate more, especially in the big lecture halls," said Clare O'Connor, professor of biology.

Choice of school and major seems to be the biggest differentiating factor between men and women. Of the 377 students in CSON, only 11 are men. Of LSOE's 611 students, only 116 are male. "In my education classes the difference is pretty obvious, but I don't see it as much on campus," said Joanne Torrijos, LSOE '08.

"There are virtually no guys in either my Spanish or English classes," said Jen Grady, A&S '08. "I think that there aren't as many boys in the majors that tend to result in lower-paying jobs. It seems like there's still pressure for them to be successful breadwinners."

"The classes for my major are mostly full of girls," said Bryan Farrington, LSOE '09. "A lot of my friends who are girls are more motivated than a lot of my friends who are boys."

The tendency of boys to fall behind in class starts early. Boys are twice as likely as girls to be diagnosed with learning disabilities and Attention Deficit Disorder. They are also more likely to be kept back in grade school, according to www.boysproject.net, an organization made to create awareness and support for young males and their families.

"I tutor little kids and the boys are definitely more aggressive and act out more," said Ritter.

"I think it's a status symbol for girls to do well in school," said Grady. "Boys do the same thing, it's just that they're more pressured into being cool."

"It's my impression that academic success is becoming identified with femininity. Early in the education system it seems to be more consistent with gender identity," said Derber.

Students agreed that these problems could be circumvented early in a boy's education before it becomes an issue at the college level. "It would be helpful for professors to have more information about how gender affects the classroom," said Fürsich.

Perhaps most importantly, male mentors and teachers are needed to serve as positive role models. "I think there are a lot of female teachers and females are more easily able to connect with young girls rather than boys," said Sean Dempsey, A&S '08.

"We need to show men that education means a lot for their future, even if it means delayed gratification," said O'Connor.

Although race and income continue to be more significant determining factors in college success, a smaller proportion of men enroll in colleges each year. Educators have begun the process of reevaluating their policies to ensure that all students are included and supported.

"However we tackle this pressing issue, we need to remember there is no celebration when any single gender or group predominates," said Robinson, of the American Council of Education. "The more diverse our campuses and classrooms, the better served we are as learners, educators, citizens - and a nation."