preteen, 92, 94, 95
“problem talk” tendencies in, 39, 141, 142–43
self-esteem issues and, 12, 76, 78, 98–101, 147, 231n, 232n
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, 228n
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
Heinz Award, 107
Held, Virginia, 108
Herbart, Johann Friedrich, 158
Hewitt, John, 145–46
higher education, gender gap in, 13, 14, 16–17, 17, 18, 19–20, 22–23, 23, 24, 27–28, 29–30, 30, 31, 34, 35, 38, 104, 165, 213n
Higher Education Institute, 14
High School of Fashion Industries, 9
high schools, 22, 23, 25, 29, 30, 31, 48, 100, 101, 172
academic achievement gap in, 13–14, 13, 14, 18, 25, 27, 35, 106
antiharassment codes in, 61–62
character education in, 193
discipline plans in, 177–78
vocational, 7–11, 27, 33, 38, 160–67, 170, 171
Hirsch, E. D., Jr., 150
Hispanics, 19, 21, 23–24
gender gap in education of, 24, 25
homicide rates, 51, 52, 57, 58
honor societies, 14, 24
Horatio Alger Association of Distinguished Americans, 105, 228n
hormones, 67, 75, 117
House of Representatives, Australian, Standing Committee on Education and Training of, 155
House of Representatives, US, 103
Houy, Seth, 189
Howard University, 24
How Schools Shortchange Girls (AAUW report), 18, 101–3, 210n
How to Be Successful (class), 196
Humanist, 237n
Hunter College, 70, 71, 90
“hypermasculinity,” 62
Impediments to Change: Revisiting the Women in Science Question (conference), 73–74
In a Different Voice (Gilligan), 91, 107–13, 114, 116, 117
India, 9, 34
intelligence (IQ) tests, 148, 149, 168–69, 168
Irma Lerma Rangel Young Women’s Leadership School, 82–83
Jacklin, Carol, 62
Jankowski, Jennifer, 47
Jarrett, Valerie, 10, 11
Johnson, Mitchell, 135
Jones, Gail, 102
Jonesboro school shootings, 135
Josephson, Michael, 190
Josephson Institute of Ethics, 172, 190, 191
Journal of Human Resources, 36
Justice Department, US, 50–51, 58
Bureau of Justice Statistics at, 51, 52, 58
Office of Juvenile Justice and Delinquency Prevention Center at, 173
juvenile delinquency, 187
inflated self-esteem and, 145, 179
paternal absence and, 120–21
rates of, 49, 50–52, 173
“superpredator” myth and, 2, 49, 50, 51, 52, 53
see also criminal behavior
Kamarck, Elaine, 120
Kant, Immanuel, 80
Kemper, Dave, 232n
Kennedy, Carol, 43
Kimmel, Michael, 50
Kimura, Doreen, 67
kindergarten, 36, 37, 66, 86, 158, 167, 169, 177
play preferences in, 89–90
King & King’s Sex-Role Egalitarianism Scale, 129
Kings’ School, 153
Kinkel, Kip, 135
Kirschenbaum, Howard, 183
Klebold, Dylan, 50, 188–89, 190
Klein, Jessie, 59–60, 188–89
Kleinfeld, Judith, 24–25, 227n
Kohlberg, Lawrence, 183, 184, 237n–38n
Kohn, Alfie, 150, 195, 196, 197
Labor Department, US, 25, 26
Lackey, Mackenzie, 81
“laddism,” 152
Lakewood, Calif., 174, 178–80, 197–98
Lamb, Sharon, 61
Lanza, Adam, 52, 189, 190
Larry King Live, 127
Lasley, Thomas, 195–96, 197
Le Bon, Gustave, 81
Leffert, Nancy, 104–5
Lefkowitz, Bernard, 175–76, 178
Leslie (mentally disabled victim), 174, 175, 176–77
Levine, Amy, 53
Lewin, Tamar, 101–2
Liebert, Hugh, 110
Lincoln, Abraham, 193
Lingua Franca (Nussbaum), 145
“Listening to Boys’ Voices” study, 127, 128–33
Little League Baseball, 57, 123
Littleton, CO, Columbine High School massacre in, 50, 127, 128, 133, 135, 187, 188–90, 238n
Logan, Judy, 77–79
Logue, Mary Ellin, 42, 43
Looney, Adam, 30, 31, 33
Lorde, Audre, 112–13
Lord of the Flies (Golding), 39, 178
Los Angeles Unified School District 4, 40
Louis Harris and Associates, 104
Loury, Glenn, 69
Lucas, Cheryl, 189
Luria, Zella, 111
Maccoby, Eleanor, 62
McLanahan, Sara, 120
McLean Hospital, 127, 128–29, 132–33
Center for Men at, 127, 132, 136, 141, 188
McVeigh, Timothy, 135, 188
Madhubuti, Haki, 58
Madison Park Technical Vocational school, 160
Maher, Brendan, 110
Maine, 27, 82, 87
Making Connections (Gilligan et al., eds.), 91, 92–95, 112
Male, Female: The Evolution of Human Sex Difference (Geary), 74
male teachers, 85, 153, 155, 223n
male underachievement, 1–2, 101, 197, 201
academic disengagement and, 16, 18, 34, 35, 105, 150, 154, 159, 160, 197
economic consequences of, 20, 28, 29–33, 31, 32, 34–35, 150–52
gender politics and, 1–2, 22, 156–57, 159, 165–66, 170
media attention on, 1,
18–19
studies supporting trend of, 29–33, 30, 34–35, 38, 104–5
US policies as ignoring trend of, 2–3, 16, 29, 34–35, 38, 126, 151, 156, 157, 159, 165–66, 170
vocational schooling in addressing of, 7–11, 159, 160–61
women’s groups as dismissive of “crisis” in, 20–24, 25, 27, 33
see also gender gap
Maltman, David, 177, 178
Mann, Judy, 175, 176, 178, 179
Marshall, Nancy, 65
martial virtues, 124–25, 159
masculine identity, 88, 146, 147, 205
boys as “forced” to conform to stereotype of, 96, 114, 115–20, 121–22, 123, 130, 131, 139
criminal and violent behavior blamed on, 40, 50, 53–54, 56–57, 58, 59, 60, 62, 120, 121, 175–76, 178, 179, 180, 188–89, 203, 238n
early intervention efforts in reshaping of, 68–73
and emotional repression of boys, 116, 117, 118, 119, 121, 123, 143
and forced “separation” of boys from nurturing mothers, 117, 118, 119–20, 121–22, 123, 130–31, 175
hormonal role in, 67
male emotional distress attributed to, 137–39, 175
pathological vs. healthy, 62–63
potential strengths and virtues in traditional model of, 122, 124–25, 202
resocialization of, see resocialization movement
social origins argument of, 66–68
see also patriarchal social order
Massachusetts technical school program, 160–62, 163, 164
math and science, 15, 19, 86, 150
gender gap in, 12, 15, 16, 17–18, 35, 36, 37, 37, 74, 165, 223n
Matroianni, Evelyn, 45
Mayo Clinic, 59
men:
Faludi’s “masculinity crisis” in, 137–38, 139, 175
moral reasoning in, 108, 112, 117, 118, 126
violence against women by, 51, 57–58, 59, 60, 62, 165, 174–80, 203, 220n
Merlino, Nell, 98
Metropolitan Life Survey of the American Teacher 1997, 104
middle schools, 102, 176
single-sex classes in, 81–82, 88
“women-centered” classrooms in, 76–79
military culture, 124–25, 159
Milken Institute Review, 31
Mill, John Stuart, 185
Monterey Heights Elementary School, 194
moral dilemmas, 180–81
Moral Education (Sizer and Sizer, eds.), 182–83
Morales, David, 46
morality, moral reasoning, 3, 43, 63, 118, 146, 147, 172–98, 205
Aristotle on, 182, 187, 194, 196
character education movement in, 190–98
court decisions and erosion of, 185–86
criminal behavior linked to lack of education on, 173–74, 176, 177, 178, 179–80, 184–85, 187, 240n
critics of directive approaches to, 182–83, 186, 195–96, 238n
decline in teaching of, as harmful to boys, 172, 173–74, 176, 178, 179–80, 181, 184–85, 190, 195, 197, 198, 200–201
honesty and, 180–81, 187
indoctrination vs. directive education on, 186–87
in military culture, 125
sex differences in, 107–9, 112, 117, 126, 172, 180–81, 229n
value-free approaches to, 174, 181, 182–84, 185, 186, 187, 190, 198
Mortenson, Thomas, 28–29, 30
Moynihan, Daniel Patrick, 120
Ms., 107
Ms. Foundation, 2, 53, 54, 58–59, 60, 112, 126, 162
Son’s Day created by, 53, 54, 56
Take Our Daughters to Work Day created by, 54, 98–99
Murphy, Geena, 132
Myth of Self-Esteem, The (Hewitt), 145–46
National Assessment of Educational Progress (NAEP), 16
National Association for Sport and Physical Education, 40
National Association of College Admission Counseling, 18
National Association of Secondary School Principals, 191
National Coalition for Women and Girls in Education (NCWGE), 33, 162, 166
National Council for Research on Women, 103
National Education Association, 55, 56, 162
National Endowment for the Arts, 156
National Foundation for Educational Research, 153
National Organization for Women (NOW), 27, 162
National Pharmacies Workforce Survey, 26
National PTA, 191
National Science Foundation, 56
“ADVANCE” campaign of, 70–71
National Women’s Law Center, 9–11, 20, 26, 34, 35, 162, 164, 166, 170
Native Americans, 24
NBC, 127, 134
Neu, Terry, 170
neurosis, 233n
Newsweek, 19, 134, 165
New York, NY:
gifted-and-talented programs in, 167–68, 169–70
vocational schools in, 7–11
New York City Board of Education, 9
New Yorker, 175, 179
New York Observer, 138
New York Times, 21, 22, 26, 33, 44, 96, 100, 101–2, 103, 128, 159, 161–62, 169, 170, 179, 204
New York Times Magazine, 91–92, 96, 98, 107–8, 113, 118
No Child Left Behind Act, 82
“Non-cognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments” (report), 36
Northeastern University, 24, 141
Nowell, Amy, 151
NPR, 33
Nussbaum, Emily, 145
Obama, Barack, 165, 167, 171
Obama administration, 191–92
obesity rates, 44–45, 45
Offer, Daniel, 97
Oklahoma City bombing, 135
O’Neill, Barry, 53
On Liberty (Mill), 185
Orenstein, Peggy, 76–79, 199
Our Guys (Lefkowitz), 175–76
Paley, Vivian Gussin, 89–90
Pan, Jessica, 47–48
Parks, Rosa, 79, 194
Parliament, British, 2, 154
Pathways to Prosperity, 29–30, 30, 160, 161, 162
patriarchal social order, 58, 175, 176, 178, 179, 180, 203
Gilligan’s criticisms of, 108, 112, 114, 115–16, 117–20, 121–22, 123, 124
innate sex-differences used as justification for, 80–81
male emotional distress attributed to, 137–39
masculine acculturation of young boys in, 96, 115–26, 139
parental social roles in perpetuating of, 116, 117
“relational crisis” of boys in, 96, 114, 115, 118–20, 121–23
subordination of women in, 80, 107, 116, 176
see also masculine identity
pay gap, 21, 25–27, 214n
PBS, 23, 181
Pellegrini, Anthony, 41
Pell Institute for the Study of Opportunity in Higher Education, 17, 28
People, 134
Perry, Mark, 17, 37
Pestalozzi, Johann Heinrich, 158
Petersen, Anne, 97
pharmacists, 26
Phi Delta Kappan, 82, 84, 195
Philadelphia, PA, 43–44, 49
phonics, 154–55, 157
physical education, 40–41
Pinker, Steven, 74, 80
Pioneer Institute, 161, 163
Pipher, Mary, 12, 77, 97, 128, 136, 139, 233n
Pisa Results: What Students Know and Can Do (OCED report), 223n
play, 40–45
benefits of, 41, 42, 43, 44–45
decline of recess and, 2, 43–45
gender-specific preferences in, 41, 42, 44, 62, 64, 67, 70, 72, 73, 75, 89–90, 141
in gender-variant children, 73
movement against competitive games in, 40–41, 44, 45, 55–56, 63, 201–2
of preschoolers, 42, 66, 70, 89, 201–2
in primates, 67
resocializing of boys’ behavior in, 64–73, 121, 201–2
rough-and-tumble, 41–43, 44–45, 67, 76, 20
1–2
sex segregation in, 66, 89
tag games in, 40, 44, 55–56, 61, 63
toy preferences and, 64, 70, 72, 73, 121, 140–41, 202
playhouses, 64
Pledge of Allegiance, 191, 195
Pollack, William, 127–33, 137, 138, 139, 140, 142, 143, 175, 188, 231n–32n, 233n
flawed research of, 129–33, 134
media attention on “boy crisis” study of, 127–28, 133–36
Population Reference Bureau, 32
Portland Press Herald, 27
Positive Action, 191, 192–95, 197
Poussaint, Alvin, 47
Powell, Lewis, 186
preschoolers, 42, 66, 70, 86, 89, 201–2
preteens, 92, 94–95
prison, 25
PR Newswire, 210n
problem talk, 39, 141, 142–43
professional schools, 19–20
progressive education, 155, 157, 158–59, 198
academic disengagement of boys in, 41, 150, 152, 157, 159
“child-centered” model in, 2, 149–50, 153, 182, 183, 184–85, 186
cooperative learning in, 41, 55–56, 150, 152, 157, 159
moral deregulation and, 180, 183–86, 187, 200–201
“value-free” approaches in, 174, 181, 182–84, 190, 198
Progressive Policy Institute, 120
Prose, Francine, 91–92, 96, 107–8
“Pseudoscience of Single-Sex Schooling, The” (ACCES article), 84
Public Education Network, 103–4
Puka, William, 181, 195, 197
Punished by Rewards (Kohn), 150
Quindlen, Anna, 96–97
Quit It!, 55–56
racial segregation, 87
Raines, Bonnie, 222n
Rajagopalan, Sumitra, 160, 166, 171
rape, 62, 175–76, 177, 179, 203
rates of, 51, 57, 58, 220n
Ravitch, Diane, 101–2
Rawls, John, 229n
reading and writing, 81, 150, 161, 193
gender gap in, 13, 16, 24–25, 36, 37, 83, 105, 151, 153, 154, 157, 223n
gender-specialized curriculum in, 153, 154–57
gender-specific preferences in, 87, 153, 154, 155, 156–57
phonics approach in, 154–55, 157
Readings in Values Clarification (Simon and Kirschenbaum), 183
Real Boys (Pollack), 127–28, 136, 188, 231n–32n
recess, 38, 194
decline of, 2, 43–45
removal of competitive games from, 40–41, 44, 45
“socialized,” 44
see also play
Regier, Darrel, 138
Rennie Center for Education Research and Policy, 19, 35
Report Card on the Ethics of American Youth (2010), 172
Reproduction of Mothering, The (Chodorow), 116
resocialization movement, 4, 53–57, 58–60, 62, 63, 64–70, 76–81, 90, 117, 119, 146, 155, 189, 198, 199, 201–2, 203
The War Against Boys Page 30