You go to James Madison University, correct? Have you ever wondered why there is a significantly larger population of females than males? In the L.A. Times Editorial section you will find that there is a post bringing light to the gender gap in colleges and universities all across America. Many wonder as to why this is, and see this as a growing issue. Females are now being admitted at a higher rate, which is an accomplishment in itself, but the males are being admitted with a slight boost to keep diversity, yet the numbers of males remain lower. In the editorial the author brings in certain speculations as to why this is such. Some hypothesize that males need special attention based on how they take in information. Race and ethnicity have even been included into factoring into this rising problem. However these factors may excuse a small percentage of males, it does not excuse all males from lagging behind.
Some may ask the question, “What is happening with the education of males in this country?” In USA Today, Mary Beth Marklein speculates that the, “female majority may be higher education’s new normal.” In the editorial the author (also states) that at the University of California’s UCLA campus, more women apply than men. In order to maintain equality in the admissions process, the university admits an equal percentage of each gender from those who apply. As a result, a wider gender gap has been created. Being a student that attended a university that has these issues, it makes the college experience different. Some students, such as myself, work better with diversity.
As the author in the L.A. Times article mentioned, there are different types of learning styles for both male and females. This author mentioned that males are more likely to learn by using senses; visual or working with their hands, and that schools should accommodate to these needs. Interesting enough, I see more art students, hands on and visual type students; here at James Madison University that there is more female verses male. The question is, “do colleges need to change all the time for every single type of student?” The answer would be no. Linda Sax, a scholar in gender issues, writes in Her College Experience Is Not His that both male and females have to overcome their own challenges in order to obtain a good college education. Some of those challenges can range from what the editorial speculates such as Attention Deficit Disorder or simply to a busy schedule. Sax continues to say that women put a greater emphasis on the value of education, devoting more time to school work than men do, and achieve higher in academics, creating a larger gap. But why do females put a greater emphasis on education than males? One reason that comes to mind is parents. Just from personal experience, one can see that parents treat their children different generally based on gender. While females have stricter rules, males sometimes are given more slack. However Sax and the author of the editorial both agree, “…colleges need to consider strategies for encouraging greater academic engagement among male students” (Sax 16). Is this really the best solution? Valeria E. Lee and David T. Burkam, authors of Inequality at the Starting Line, may disagree and believe that this issue begins at a much earlier stage.
In Lee and Burkam’s book, they state that the inequalities of children’s mental aptitude begin at the ‘starting gate’. The ‘starting gate’ refers to the notion that not all children start off as equals going into Kindergarten. The main factor that is observed in measuring the “inequality” of students is the socioeconomic status (SES) of the child and family. The National Center for Education Statistics defines SES as a measure of an individual or family’s relative economic and social ranking (The Condition of Education). From there, schooling can magnify those inequalities due to low resources and funding. Along with schooling, family and social backgrounds can influence the success or failure of a child’s potential to achieve a good education; these factors include race and ethnicity, poverty, parenting structure, and the education level of the parent(s). Today it is becoming harder to keep up with education without the proper tools. Most schooling now involves computer usage, but if a family is low on income then a computer may not be easily accessible. Good child care is can also burn a hole in your pockets, and studies show that early childhood development is key to getting a good start in school (Lee and Burkam).
With race being stated, there is another gap within races in education. Statistics from Inequality at the Starting Gate shows that there are “substantial differences by race and ethnicity in children’s test scores at they begin kindergarten”. SES and race are interconnected. Lee and Burkam noted that on average, that the lowest scores are produced by 34% Black children, 29% Hispanic, and only 9% of White children. The actual race and gender of a child is not what makes the gap, but the SES of the general population of a specific race.
If a child; whether male, female, of color or white; is able to attend college, the university is not responsible for holding their hand and walking them through four years of education. Going to school is about learning to adapt and grow. For the author in the editorial to suggest that universities need to find ways to aid in males to succeed in college is not a better approach. James Madison University has been 100 years of tradition and many have graduated and moved on to succeed in life, do you think that the school is not already doing enough? There are numerous amounts of resources if someone is struggling to keep up such as learning centers for communication, science and math, writing and much more. There is no reason that males should lag behind and try to skew the blame to the school.
There is more to academic success rate than simply the gender or race of a child. Yes, males and females minds are wired differently, affecting how they work, but there is more to it than genetics. There are always going to be challenges that each gender must overcome. The family life based on socioeconomic status and even race need to be factored into this equation in order to gain a “deeper understanding of the nuances and implications of the gender gap in college” (Sax). For years colleges have done what they can for their students, but it takes two to tango. Students also have to learn to adapt to the new college life and learning; it is part of the whole experience of growing up, overcoming obstacle to reach your goal.
Works Cited
"College's Gender Gap: Women Now Out Number Men in Both Applying to Schools and Earning Degrees." L.A. Times 15 Jan 2010, Web.
"The Condition of Education." IES:National Center for EducationStatistics. IES, Web. 5 Feb 2010.
Lee, Valerie E, and David T Burkam. Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School. Economic Policy Institute, 2002. Summary. Web.
Marklein, Mary Beth. "College Gender Gap is Stable." USA Today01 Jan 2010: n. pag. Web. 6 Feb 2010.
Sax, Linda. "Her College Experience Is Not His." Chronicle of Higher Education 55.5 (2008): 32-33. Web. 6 Feb 2010.
Megan, again, you've clearly put a great deal of effort into this paper, from re-writing your rhetorical analysis to your final reflection. Your sources are strong, and you discuss this issue with maturity and thoughtfulness. But your third draft still does not reflect an accurate understanding of the original article. You essentially agree with the author that we need to find ways to understand the gender gap rather than giving boys a free pass into college. So your argument is not a rebuttal. I wish you had come to my office hours so we could work on this fundamental issue--good critical writing depends on good critical reading. You also need to address the author herself in your rebuttal, not the students of JMU. Good writing, but next time seek my help or the help of the Writing Center if you don't understand the assignment or my feedback.
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