The War Against Boys (43 page)

in high school achievement,
13
–14,
13
,
14
,
18
,
25
,
27
,
35
,
106

in honors programs,
14
,
24
,
35

in math and science,
12
,
15
,
16
,
17
–18,
35
,
36
,
37
,
37
,
74
,
165
,
223
n

progressive education models as contributing to,
150
,
157
,
158
,
159

in reading and writing,
13
,
16
,
24
–25,
36
,
37
,
83
,
105
,
151
,
153
,
154
,
157
,
223
n

in self-esteem,
100
,
101
,
152

single-sex schooling in addressing of,
85
,
86
,
88
,
152
–54,
171

in teachers' assessments,
36
–38,
37

in test scores,
15
–16,
17
–18,
35
–36,
37

in wages,
21
,
25
–27

see also
male underachievement

Gender Gap in California Higher
Education, The
(California Postsecondary Education Commission),
19
–20

gender identity:

biological role in,
66
,
72
,
117
,
201

early intervention efforts in reshaping of,
64
–73

resocialization of,
see
resocialization movement

social origins argument and,
10
,
65
–68,
70
–73,
116
,
201

see also
masculine identity; sex differences

gender quotas,
163
–67

gender schemas,
65
–68,
70
,
71
,
76
,
203

gender stereotypes,
2
,
80
,
88
,
89
,
108
,
123
,
157

boys viewed as victims of,
96
,
114
,
115
–20,
121
,
122
–24,
128
,
139

early intervention approach in defeating of,
65
,
66
,
67
–68,
70

single-sex schooling as allegedly promoting,
82
,
83
,
84
,
86
–87

vocational schools criticized for promoting,
10
,
27
,
162
–63

see also
masculine identity

Georgia, University of (UGA),
18
,
36
,
37

Georgia Tech,
166

gifted-and-talented programs,
167
,
168
,
169
–70

Gilligan, Carol,
12
,
70
,
91
–97,
98
,
99
,
100
,
101
,
103
,
109
–14,
134
,
142
,
143
,
228
n
,
233
n

adolescent “girl crisis” claimed by,
91
–97,
98
,
99
,
101
,
103
,
106
,
112
,
114
,
115
,
126
,
128
,
129
,
136
,
138

Chodorow's influence on,
116
–18

critics of,
91
,
108
–13,
114

on emotional disengagement of boys,
117
–20,
121
,
122
–23,
126
,
139
,
140

on masculine separation from mother,
117
,
118
,
119
–20,
121
–22,
123
,
130
,
175

military culture criticized by,
124
–25

patriarchal social order criticized by,
108
,
112
,
114
,
115
–16,
117
–20,
121
–22,
123
,
124

on “relational crisis” of boys,
96
,
114
,
115
,
118
–20,
121
–23

research methods and data of,
92
,
93
,
94
,
95
,
98
,
108
–13,
114
,
115
,
119
,
123
,
129

on resocialization of boys,
115
–16,
118
–19,
121
–24,
126
,
138

on sex differences in moral psychology,
107
–9,
112
,
117
,
126
,
229
n

studies contradicting findings of,
100
,
104
,
105
–7,
109

women's groups as inspired by,
96
,
98
,
99
,
106
,
107
,
126

girl-crisis movement,
11
–12,
14
,
16
,
20
,
33
,
35
,
37
,
76
,
91
–107,
136

AAUW-commissioned studies in,
99
–103

“boy-friendly” projects seen as backlash against advancements of,
1
,
20
,
21
–22,
156

boys overlooked in,
77
,
92
,
96
,
114
,
126
,
155
,
157
,
165
,
171
,
197
,
199
,
231
n
–32
n

classroom gender bias alleged in,
11
,
12
,
74
,
78
,
79
,
84
,
100
,
101
–3,
210
n
,
227
n

controversial research as basis of,
12
,
92
–96,
98
,
99
,
101
–3,
106
–7,
112
–13,
114
,
126
,
129
,
210
n
,
227
n

federal policies and legislation in response to,
11
,
29
,
33
,
102
–3,
106
,
114
,
171

media attention on,
18
,
29
,
33
,
96
–98,
101
,
128

self-esteem issues as focus of,
11
,
12
,
76
,
98
–103,
126
,
147
,
152
,
157
,
231
n

studies contradicting thesis of,
17
–18,
97
,
100
,
105
–7,
136
–37

Take Our Daughters to Work Day and,
11
,
54
,
98
–99,
106

“women-centered” pedagogy as result of,
76
–79,
156
,
199

Girl Power!,
11
,
29

girls:

adolescent developmental “crisis” of,
12
,
76
,
91
–98,
99
–100,
101
,
103
,
106
,
107
,
112
,
114
,
115
,
128
,
129
,
136
,
138
–39,
147
,
199
,
204

“call-out” gap and,
102
,
210
n
,
227
n

criminal behavior of,
135

cultural “silencing” of,
79
,
91
–97,
98
,
99
–101,
102
,
103
–4,
105
–7,
108
,
114
,
119
,
126
,
129
,
147
,
199

federal policies and legislation in favor of,
10
–11,
29
,
33
,
60
,
102
–3,
106
,
114
,
163
–66,
171

moral insights of adolescent,
93
–94

nurturing propensities in,
64
,
67
,
70
,
71
,
72
,
73
,
116
,
221
n

obesity rates in,
44
,
45

as outperforming boys academically,
12
–15,
16
–17,
18
–19,
22
,
23
,
24
–25,
29
,
30
,
35
,
36
,
83
,
102
,
104
–5,
126
,
152
,
153
,
165
–66,
197
,
210
n
–11
n

preteen,
92
,
94
,
95

“problem talk” tendencies in,
39
,
141
,
142
–43

self-esteem issues and,
12
,
76
,
78
,
98
–101,
147
,
231
n
,
232
n

single-sex schooling of,
82
–83,
86

teachers' assessments as favoring,
36

“tomboy,”
73

in vocational schools,
8
–9,
160
–61,
162
–67

see also
gender gap; sex differences; women

Girl Scouts of America,
87
,
145

Glasgow Herald,
152

Glen Ridge Middle School,
177

Glen Ridge rape case,
175
–78,
179
,
180
,
197

Golding, William,
178

Gordon, David,
202
–3

Gordon, Mary,
202
–3

Gore, Al,
127

Goss v. Lopez,
186

Gotbaum, Betsy,
10

graduate school,
29
,
30

Grandin, Temple,
167

Great Britain,
34
,
157
,
166
,
170
,
201

“boy-friendly” education initiatives in,
2
,
150
–55,
156
,
158
,
159
,
170
–71

single-sex schooling study in,
85
–86

Great Relearning,
200
–201,
204

Greenberg, Tamar,
169

Greenberger, Marcia,
9
–11,
34

Greenberg-Lake study,
99
–101

Greenstone, Michael,
30
,
31
,
33

Hallman, Linda,
20
,
21
,
23
,
33
,
34

Halpern, Diane,
87

Hanson, Katherine,
56
–58,
59
,
60

Harper, Cynthia,
120

Harper's,
195

Harrington, Jerry,
196
–97

Harris, Eric,
50
,
188
–89,
190

Harrow,
84

Harter, Susan,
105
–6

Harvard Graduate School of Education,
35
,
65
,
70
,
107
,
111
,
114
,
120
,
121
,
136
,
141
,
144
,
182
,
184

Pathways to Prosperity
report of,
29
–30,
30
,
160
,
161
,
162

Harvard Medical School,
127
,
132

Harvard Project on Women's Psychology, Boys' Development and Culture of Manhood,
99
,
114
,
121
–22,
134

Harvard University,
74
,
75
,
80
,
90
,
91
,
97
,
98
,
103
,
107
,
110
,
111
,
112
,
133

Center on Gender and Education at,
107
,
228
n

Radcliffe Institute for Advanced Study at,
73
–74,
110

Harvey, Hattie,
42
,
43

Hasbro Toys,
64

Hauser, Marc,
75
–76

Hayes, Madeline,
83

Health and Human Services Department, US,
11
,
29
,
44

Hedges, Larry,
151

Heights School,
4
–5