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Addressing the Educational Needs of Boys

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Addressing the Educational Needs of Boys Research Report Addressing the Educational Needs of Boys Authors: Professor Bob Lingard, The University of Queensland Dr Wayne Martino, Murdoch University Dr Martin Mills, The University of Queensland Dr Mark Bahr, The University of Queensland Report submitted to Department of Education, Science and Training Consultants: Dr Lori Beckett, University of Technology, Sydney Professor Bob Meyenn, Charles Sturt University Dr Maria Pallotta-Chiarolli, Deakin University Research Assistants: Dr Michael Crowhurst, University of Melbourne Ms Helen Hatchell, Murdoch University Dr Des Wilsmore, Charles Sturt University Mr Shaun Rawolle, The University of Queensland Dr Dawn Butler, The University of Queensland November 2002 Research Report: Addressing the Educational Needs of Boys Bob Lingard, Wayne Martino, Martin Mills and Mark Bahr Contents 1. Introduction and Methodology................................................................... 3 1.1 Introduction.................................................................................................... 3 1.2 Aims of the Study .......................................................................................... 3 1.3 Methodology.................................................................................................. 3 1.4 This Report..................................................................................................... 4 1.5 Report on Case Study Analysis of Schools – some general observations ............................................................................................... 5 1.5.1 Description of schools........................................................................ 6 1.5.2 Student performance .......................................................................... 9 1.5.3 Behaviour management issues, school cultures and their impact on student learning................................................................. 13 1.5.4 Subject choice .................................................................................... 18 1.5.5 Students’ attitudes towards the curriculum........................................ 24 2. Findings from the research ......................................................................... 26 2.1 Factors influencing the educational experience of boys................................ 26 2.1.1 Family influence and out of school environment .............................. 26 2.1.2 Extra-curricula activities.................................................................... 37 2.1.3 Different reading habits ..................................................................... 38 2.1.4 School environment and culture ........................................................ 41 2.1.5 Peer groups......................................................................................... 74 2.1.6 Influence of gender concepts on attitudes and behaviour.................. 85 2.1.7 The various inter-relationships between a range of factors ............... 86 2.2 Implications for schools................................................................................. 90 2.2.1 General approaches to address the educational needs of boys.................................................................................................... 90 2.2.2 Specific strategies to address the educational attainment of boys................................................................................................ 103 3. Conclusion .................................................................................................... 118 4. References..................................................................................................... 113 Appendix One: Description of the case study schools.......................................... 144 Appendix Two: Psychometric properties of the survey and incidental findings ........................................................................................ 156 2 1. INTRODUCTION AND METHODOLOGY 1.1 Introduction In March 2001, the Analysis and Equity Branch of the then Department of Education, Training and Youth Affairs (DETYA) commissioned the Centre for Learning Change and Development at Murdoch University to undertake research to investigate the educational needs of boys. 1.2 Aims of the Study The aim of the study was to investigate how systemic factors affect the educational performance and outcomes of boys and how these can be addressed in the school context. These systemic factors include family, school and community environments, peer culture, student-teacher relationships, and teacher classroom practices. The research seeks to understand how these variables affect the educational experiences and achievement of boys and girls from different socio-economic status (SES) backgrounds and to determine which school and classroom strategies ensure the best academic and social outcomes for all students. The focus of this Synthesis Report is to: o identify and examine the relative importance of the above influences on student attitudes, expectations, aspirations and engagement with schooling. o examine how students respond to the different pressures and influences on them and how these responses differ between boys and girls across SES groups and school/classroom types (including single and mixed-sex arrangements) as manifested in students’ attitudes to school, school-work, subject choice, classroom behaviour and attendance, and their overall educational performance and outcomes. o analyse how the above pressures and influences impact on boys’ and girls’ educational outcomes across SES groups and school classroom types. A discussion and an evaluation of the specific strategies and programs implemented in the Case Study Schools to facilitate learning for boys is also included. On the basis of this analysis, we draw some conclusions about what schools can do to achieve positive academic and social outcomes for both boys and girls. 1.3 Methodology and methods The research involved both quantitative and qualitative methodologies. There were three main components to the study: • a literature review • case study research in schools • surveys of teachers and students 3 The literature review dealt with the issues listed in the Aims Section above (1.2). The research consists of a qualitative case study component and a questionnaire-based quantitative component. (See Appendix Two for the psychometric properties of the survey instrument.) The qualitative component consists of 19 case studies of schools, both primary and secondary, involved in particular programs concerning boys. Originally there were 18 schools, but one school withdrew from the research after some initial data collection had been completed because of a change of principal. We have retained that school in this research report because of some interesting findings from the first stages of data collection. The sample was a purposive one, providing a range of school types and a range of programs. Within each of the Case Study Schools there were various data collection methods. These included analysis of school documents and policies, and classroom and school ground observations. Additionally, in depth semi-structured interviews were conducted with the principal, deputies, counsellors, guidance officer, heads of department, teachers and up to four parents in each school. Students (at least 6 girls and 6 boys) were also interviewed in each school. In the primary school these students were drawn from the second last year of school, while in the secondary schools the students interviewed were from either the second year or the penultimate year. In each case study, focus groups were conducted with 6 teachers selected on the basis of their work in the school after consultation with administration. Focus groups were also conducted with two groups of students in each school, consisting of 6 girls and 6 boys selected from the age group that was targeted for that school. A student questionnaire was also created for administering to all the students at the year levels being studied in both primary and secondary schools. The student survey also provides additional insights into school environment, attitude to teachers, bullying, and family and peer influences. A teacher questionnaire was created and administered to all teachers in 17 of the 19 Case Study Schools and provides an additional database to complement that obtained through the case study approach. These two questionnaires were piloted in two schools to check the validity and reliability of their psychometric properties prior to being administered in 17 Case Study Schools. This Synthesis Report draws upon qualitative and quantitative data from the Case Study Schools. 1.4 This Report This Report is structured under the following headings, corresponding to the major influences of family/community, school environment, peer groups, gender concepts and the inter- relationship between a range of factors. In so doing, the Report builds a picture of the range of intersecting factors and their relative importance that have an impact on student responses and interactions at school and ultimately on their learning outcomes: (i) Family influence and out-of school environment This refers to parental expectations and encouragement, family background, differing patterns of extra-curricular activities, including different reading habits, and community environment. 4 (ii) School environment and culture This takes into account the influences of school culture and ethos, incorporating the public image
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