The End Justifies the Means
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Step 1: Feminize the boys with Ritalin. Suffocate them with reduced playing time and a preponderance of female teachers who penalize boys because they are not acting like girls.
Step 2: Gear the curriculum towards girls and pretend as though boys are not affected
Step 3: In high school math tests, remove all the hard questions which require students to use their spatial ability and creativity and make sure the remaining questions can be answered using a minimum of logic and a maximum of calculators.
Step 4: Collect results from these dumbed down tests and then come to the conclusion that girls and boys are equally good at math.
Step 5: If anyone asks, pretend as though Steps 1 - 3 do not exist. If someone persists, claim feminism=good because equality=good and feminism=equality. Therefore anything feminism does=good. If there are those who question the premises of feminism, deluge them with ad hominems. Avoid a debate on the impact of feminism on boys' schooling at all costs, because, ya know, it's all about the girls.
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Some feminists cobbled together a study claiming that girls are as capable as boys in math and published it in Science of all places (I noticed all of the 5 authors are women - a red flag for me). The authors feel completely justified in minimizing the importance of innate gender differences without considering opposing evidence. The lead author, Janet Hyde, is the prototypical 2nd wave feminist as proven by her bio picture and 'credentials'. Here are the rest of the motley crew that wrote this publication: Sara M. Lindberg, Marcia C. Linn, Amy B. Ellis & Caroline C. Williams. You can google their names and check out their feminist creds. This, my friends, is typical of the plague infesting the American education system.
They proceed to process results from a bunch of tests from grades 2-11, arrive at the conclusion that girls perform as well as boys on math (a conclusion they use to sell their equality agenda i.e. 'there should be more female mathematicians, scientists, engineers etc.') tests but then belatedly mention that they couldn't process results from level 3 and level 4 complex questions given in higher grades because the states don't use such questions to query students any more!
They say:
"Level 3 (strategic thinking) includes complex cognitive demands that require students to reason, plan, and use evidence. Level 4 (extended thinking) items require complex reasoning over an extended period of time and require students to connect ideas within or across content areas as they develop one among alternate approaches.
We computed the percentage of items at levels 3 or 4 for each state for each grade, as an index of the extent to which the test tapped complex problem-solving. The results were disappointing. For most states and most grade levels, none of the items were at levels 3 or 4. Therefore, it was impossible to determine whether there was a gender difference in performance at levels 3 and 4."
* bold = my emphasis
Thus the NCLB (no child left behind) grade results are all (easy) level 1 and 2 questions i.e. questions that girls and boys could both get right in roughly equal proportions.
To counter this allegation, the feminists contrived to introduce another system (NAEP) and glean questions from there that were allegedly (according o the feminists) level 3. However, there is admittedly no level 4. Undaunted, the feminists compared grade 8 and grade 12 results and concluded the boys had a slight edge over the girls but fail to mention the huge disparity in help the girls get in those grades over the boys. Even the feminists because there has been a deterioration in the quality of education. This deterioration precludes any comparison because if one dumbs down math beyond a certain point, eventually the innate differential advantage of boys will be untapped and thus invisible. It is probable that what are considered grade 3 and 4 questions today are really the grade 2 questions of 20 years ago.....
"If the tests do not assess the sorts of reasoning that are crucial to careers in STEM disciplines, then these skills may be neglected in instruction, putting American students at a disadvantage relative to those in other countries where tests and curricula emphasize more challenging content."
Thus, they cannot make any conclusions regarding the alleged 'improvement' in girls vs. boys because the level of deterioration has affected boys MUCH more than girls.
-They do not correct for all the systematic feminization and the suffocation imposed upon boys for the past three decades because gains for girls exist in a black box for them and negative effects on boys are irrelevant to them.
-Neither do they correct for the fact that female teachers are more apt to teach in a style that benefits girls because most of the teachers are themselves women who are told to teach a feminist curriculum.
-They do not account for the fact that girls mature faster than boys before puberty and thus would be expected to score around the level or a little higher than boys for the first few grades.
-There is obviously no mention of the gap in verbal fluency because women are ahead and in feminist lingo, if women are ahead, that is equality too!
-There is also the fact that what one gets in earlier grades is no indication of what you have an aptitude for: I (and several of my school friends) got higher marks regularly in various subjects other than the one in which they eventually specialized. Grades, especially since the 1980s, are not an accurate indicator of what you want to do with your life or even how good you are intellectually. The ultimate proof of this is that even girls who get good grades in the STEM (sceince, tech, engineering, math) line are more likely to opt out of those fields later on. If they don't what to study STEM stuff, why (a) force them to get into STEM lines and (b) why deprive boys of STEM chances?
They go on, in the pdf addendum to the article, to compare the composite ACT score which includes English, mathematics, reading, and science to the SAT math score. This is clearly an inadequate comparison. In 2002, states made the ACT mandatory for all students but the SAT is taken only by students intending to go to college. This fact is used by the feminists to claim that the ACT is a better indicator of the gender gap in mathematics. While that may be true, we still await the comparison of the SAT math score with the specific ACT math score. Since we know that girls score higher than boys on English and Reading (and God forbid the feminist do anything about those), it is very likely that boys will score higher on the ACT Mathematics subsection.
The SAT is a better IMO indicator of the USEFUL M/F difference because most of the students taking the SAT will go to college while a significant percentage of the ones taking the ACT wont. Thus the ACT is essentially irrelevant to universities as a guide to recruit students.
The feminists also use the fact that there are more Asian American girls than Asian American boys in the 99th percentile of acheivement to say the following: "thus the pattern of more males than females receiving exceptional scores is not universal." Their definition of 'universal' is selective because they are compartmentalizing by race rather than considering all boys above 99 percentile vs all girls above the same.
They completely gloss over the sample size of Asians which is only 219 (compared to 3473 for whites) and also the fact that they have cherry picked Minnesota to represent the whole US. Regardless, it is unclear whether 219 refers to all those above 95% or whether 219 is the whole population of AA. I will assume it refers to the whole AA population for the following but my conclusion would be unchanged even if the sample size referred to those above 95% only because of the relative difference in the sample sizes of the white and asian populations.
1.37% of women are in the 99th percentile which equals 3 women (.0137*219). By contrast 1.25% of boys are in this percentile which equals 2.73 boys. It is not possible to have 'fractional boys' because the percentages MUST equate to exact numbers of children. Further, a sample of 5.73 children does not allow one to extrapolate to all Asians much less the general population. The allegation of non-universality can be debunked by using their own data: in the 99th percentile, if one adds the white boys to the AA boys, one gets: 64.25+2.73= 66.98 if one adds the white girls to the AA girls, one gets 31.26+3=34.26. The M/F ratio then becomes=66.98/34.26=1.96. This is a better 'universal' comparison of boys to girls above the 99th percentile than simply compartmentalizing by singular races where there is not enough of a sample size to make any definitive conclusions.
It is absolutely horrible that the media goes around bandying stories like this that present factoids in a highly selective fashion to those who are ignorant of the ravages of feminism on the schools.
Update: Luboš Motl Pilsen has written an excellent post on this topic and Daran at Feminist Critics has written a very insightful post on the same. Check them out.

