The issue of educational equity for male students is divided into three main areas which are briefly summarized here. Click on a link to see a list of raw data, education policies, key blog posts, videos, infographics, and more that is relevant to the selected topic.
This area addresses gaps in degrees conferred (among other educational metrics) between male and female students, the lack of educational outreach for men and boys, the lack of male role models for lifelong learning for boys (especially in lower education), the unique literacy problems for boys, and whether or not to grant male teachers and students affirmative action.
This section also concerns itself with what learning styles and environments boys respond best to, the systemic elimination of male sports, the widespread use of Ritalin as a bandaid and in lieu of making positive structural change in boys’ learning environment, the epidemic of male suicide, learning and behavioral disorders, and so forth.
This area inquires into the general culture of academia. Is there a subculture creating a hostile learning environment for male students and teachers? This section documents the pervasive and permissive subculture of misandry (prejudice against and hatred of men and boys) in academia, and the phenomenon of gynocentrism (woman-centeredness) in education policy, discourse, and practice.
In addition, this section asks the question: are male students being taught outdated notions of gender that may limit their intellectual and psychological well-being? This area also focuses on the academic culture’s general tendency to prize conformity over principled dissent and its adherence to a rigid status quo.
This area addresses the lack of rights and protections concerning issues that disproportionately or uniquely affect men and boys in education. Special attention is given to the lack of due process protections for wrongly accused men and boys against charges of sexual harassment and sexual assault, and the systemic failure of educational institutions to discipline false accusers.
This section also concerns itself with the “school to prison pipeline”: the tendency of educational institutions to rely too much on suspensions, expulsions, and law enforcement in place of counseling and intervention. It also deals with the lack of checks and balances that encourages abuses against special needs students, who are overwhelmingly male.
Here is a video introducing the three areas: