There are many factors that influence social and behavioural differences between boys and girls. This page will cover three factors: stereotypes, puberty and adolescence and how as educators and parents we can create the ideal learning experience for boys.
Stereotypes
There are many stereotypes about boys and how they are not open about their feelings (James, 2007, p.114). Some research has found that males can experience intense emotions however are just not able to express them (James, 2007, p.114). “Biology is a driving force, but expectation and beliefs play a part in producing stereotypical behaviours in boys and girls” (James, 2007, p.114). Since boys do not know how to communicate their emotions, we then assume they do not have those emotions and feelings (James, 2007, p.114). This is problematic because boys do have feelings however they lack the skills or freedom to express them (James, 2007, p.116). An example of this socially constructed problem is the “boy code,” which describes how if you do express your emotions and feelings, you are not masculine (James, 2007, p. 116). These stereotypes are lifelong unfortunately. Consider the pressure boys feel in high school when choosing programs for colleges and universities. Boys at this stage, are going in the world as young adult men with the mentality of finding a suitable career choice that would lead to them being able to support their future families.
Puberty and Adolescence
Emotions really come into play when children hit puberty because it plays a role in how one experiences emotions (p.117). Puberty plays a role in their development of self-esteem (James, 2007, p. 117). The hormonal differences contrast in the way they effect boys and girls; males by testosterone and females by estrogen (Gurian et al., 2001, p. 28). Testosterone is the sex-driven and aggression hormone as well as the male growth hormone (Gurian et al., 2001, p. 28). Behaviour is very driven by hormones (Gurian et al., 2001, p. 28). “As children enter adolescence there is increased pressure for them to conform to the behaviour typical of their gender” (James, 2007, p. 146). For example, consider how boys learn to pick up trucks and cars rather than dolls. There is a social understanding of which gender plays with which toy.
What can we do?
How do we create a positive learning environment that helps boys learn to accept having emotions and behaviours? The solution is positive role models. One way this can be achieved is in the education setting. Boys need positive male role models such as male teachers (James, 2007, p. 114-116). Having a male teacher in the classroom, gives boys the opportunity to connect to them and confide in them if they ever feel they need to. Educators have the power to shape every child’s understanding of not only the world around them but themselves. They can create lessons and promote group discussion that gets boys to think critically about their social surroundings and behaviours.
[Four boys in a line making faces]. (2008, May 12). Retrieved April 01, 2017, from https://www.todaysparent.com/family/parenting/girls-are-yucky/ Gurian, M., Henley, P., & Trueman, T. (2001). Boys and Girls Learn Differently (1st ed.). San Francisco: Jossey-Bass: A Wiley Company.
James, A. N. (2007). Teaching the Male Brain: How Boys Think, Feel, and Learn in School. Thousand Oaks, CA: Corwin Press: A Sage Publications Company.