Addressing Males’ Low Academic Achievement

Throughout the nation, educational institutions have been concerned with the decline in the academic performance of male students. The gap in educational attainment suggests that males receive lower exam results compared to females, and they are more likely to leave school and have lower chances of going to university in contrast to their female counterparts. Moreover, math, which is the discipline in which male students prevailed, is no longer considered a strong point for them. The reasons for such levels of underperformance range from socioeconomic to individual, and it is crucial to consider the whole spectrum of issues. Immediate and consistent actions are needed to address the challenges and facilitate the increased participation of males in the educational setting.

The family factor is one of the reasons males underperform at school. As suggested by Jackson and Hilliard, parents play crucial roles in educational attainment (313). In families with boys, a greater emphasis may be placed on sports performance and other extra-curricular activities. In addition, early motherhood, low parental qualifications, and low family income most strongly predict lower scores. Thus, socioeconomic factors are also relevant for predicting the poor academic performance of boys at schools. Tests for gender interactions showed that boys in families where mothers are young and had lower life quality were more disadvantaged compared to girls in identical circumstances (Mensah and Kiernan 239). The lack of resources that families have limits the potential of boys to achieve academically and enables early considerations to seek work and abandon education to provide for their families. Individual factors, such as the external locus of control, also boost the possibility of dropping out as individuals with this characteristic may not take responsibility for their actions and behaviors (Ghazvini and Khajehpour 1041). The learning strategies and tendencies also play a role in educational achievement, which is a personal characteristic that cannot be changed easily.

Considering the diverse range of reasons why males underperform academically, the solutions aimed at addressing the problem should be multi-dimensional. The first solution is concerned with the introduction of a systematic evaluation process to identify personal strategies to improve performance and encourage positive attributions. Such an approach is expected to be highly effective because it allows pupils to acquire control of the learning process and take increased responsibility. As found by Cawdell, the strategy provided an increased focus on work rather than boys’ behaviors through one-to-one discussions with their instructors, which highlights the value of an individual approach.

Another solution intended to improve males’ academic attainment is concerned with introducing peer education programs that promote desirable behaviors and outcomes based on the examples of healthy male culture. The support of males by males is necessary for acknowledging the struggles that they face in the educational setting and collaborating within the limits of the gender-specific differences (Heys and Wawrzynski 200). Male peer educators are useful players that can encourage growth and interpersonal diversity.

To summarize, addressing the issue of males’ decreased performance in educational settings is a challenging task that requires attention to both personal and environmental factors. It is necessary to foster a welcoming and supportive environment within which male students can feel accepted and empowered to attain high outcomes. Further considerations regarding the importance of supportive resources should be made on the governmental level as the current efforts remain insufficient.

Works Cited

Cawdell, Stella. “Strategies for Improving Boys’ Academic Performance.” Curee, Web.

Ghazvini, Sayid Dabbagh, and Milad Khajehpour. “Gender differences in factors affecting academic performance of high school students.” Procedia Social and Behavioral Sciences, vol. 15, 2011, pp. 1040-1045.

Heys, Kyle, and Matthew Wawrzynski. “Male Peer Educators: Effects of Participation as Peer Educators on College Men.” Journal of Student Affairs Research and Practice, vol. 50, no. 2, 2013, pp. 189-207.

Jackson, Barbara, and Ann Hilliard. “Too Many Boys Are Failing In American Schools: What Can We Do About It?” Contemporary Issues in Education Research, vol. 6, no. 3, 2013, pp. 311-316.

Mensah, Fiona, and Kathleen Kiernan. “Gender Differences in Educational Attainment: Influences of the Family Environment.” British Educational Research Journal, vol. 36, no. 2, 2019, pp. 239-260.

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