So I'm sorry. I can't see this as a case of 'neglecting' boys in a 'large-scale societal effort to help girls.'

"I think (elementary school) matches girls' personalities," said West Bloomfield mom Liz Fellows.

• USA Today report on 135:100 boys:girls ratio in college
  
• sexism in Everyday Math
  
• invisible boys
  

• boys and middle school
  

• USA Today report on 135:100 boys:girls ratio in college
  
• sexism in Everyday Math
  
• invisible boys
  

• boys and middle school
  

• USA Today report on 135:100 boys:girls ratio in college
  
• sexism in Everyday Math
  
• invisible boys
  

• boys and middle school
  

-- CatherineJohnson - 10 Aug 2005

• USA Today report on 135:100 boys:girls ratio in college
  
• sexism in Everyday Math
  
• invisible boys
  

-- CatherineJohnson - 10 Aug 2005

update: you can't say that

-- CatherineJohnson - 10 Aug 2005

My impression has been that he's right.

Certainly that would be the smart way to go. Drop in a positive image of a boy and you risk getting dinged for positive stereotyping. Drop in no positive images of boys and you don't.

The editor there called me up and said, and I quote:

True story.

The editor there called me up and said, and I quote:

True story.

I'm sure that's the thinking, because when I look at textbooks or watch TV, I see an awful lot of cool girls, but precious few cool boys.

Given the well-documented deterioration in the academic performance of boys (Ed tells me that the NYU student body is now 60% girls), I am actively hostile to the inclusion of problems like this one in the Grade 5 E-Math curriculum:

But you can tell 10-year old boys that when they grow up they'll be dopes.

Whatever the reason, researchers agree the trend needs a closer look, in part because it will influence the ability of future men to make a living. "Since the 1970s, this has not been true," Newman said. "This is a serious concern because the possibility of a well-paying job without education has become more of an issue."

So I'm sorry. I can't see this as a case of 'neglecting' boys in a 'large-scale societal effort to help girls.'

The nation's boys are slipping and researchers say it's time to worry.

My impression has been that he's right.

Simple.

The editor there called me up and said, and I quote:

True story.

Whatever the reason, researchers agree the trend needs a closer look, in part because it will influence the ability of future men to make a living. "Since the 1970s, this has not been true," Newman said. "This is a serious concern because the possibility of a well-paying job without education has become more of an issue."

But you can tell 10-year old boys that when they grow up they'll be dopes.

My impression has been that he was right.

My impression has been that he was right.

Because when I look at textbooks or watch TV, I see an awful lot of cool girls, but very few cool boys.

It's a cliche by now, but it goes without saying that you could not publish the same problem about blacks or women or Jews or old people or Muslims or Navajo Indians.

Then, a couple of days ago, a ktm guest posted a link to an American Educator article showing that at least two different sources have formally banned 'positive stereotypes' of boys. I'm sure many more sources have informally and implicitly banned positive 'stereotypes' of boys; I'm equally sure that, in practice, 'positive stereotypes' means 'positive images.'

Given the well-documented deterioration in the academic performance of boys (Ed tells me that the NYU student body is now 60% girls), I am actively hostile to the inclusion of problems like this one in Everyday Math:

My impression has been that he was right.

Because when I look at textbooks or watch TV, I see an awful lot of cool girls, but very few cool boys. It's always worse than you think.

My impression has been that he was right.

Because when I look at textbooks or watch TV, I see an awful lot of cool girls, but very few cool boys. It's always worse than you think.

My impression has been that he was right.

But the situation is much worse than that.

Then, a couple of days ago, a ktm guest left posted a link to an American Educator article showing that at least two different sources have formally banned 'positive stereotypes' of boys. I'm sure many more sources have informally and implicitly banned positive 'stereotypes' of boys; I am equally sure that, in practice, 'positive stereotypes' quickly comes to mean 'positive images.'

Given the well-documented deterioration in the academic performance of boys (Ed tells me that the NYU student body is now 60% girls), I am actively hostile to the inclusion of problems like this one in Everyday Math:

My impression has been that he was right.

Given the well-documented deterioration in the academic performance of boys (Ed tells me that the NYU student body is now 60% girls), I am actively hostile to the inclusion of problems like this one in Everyday Math:

Christopher has complained for a very long time that in schoolbooks and on chil