Education Issues

Introduction

The education system has degenerated over the last 45 years due to the influence of feminist ideology. Such influence has lead to the inclusion of programs at the curricular level that promote misandry and neglect the needs and rights of the male students. This has led to an anti-male atmosphere, as the female students are taught to belittle and disrespect their male counterparts. As a result, the amount of female perpetrated abuse against males has risen at an exponential level over the last 45 years.

The Influence and Pressure Caused By Feminism

The only manner in which a person can develop the knowledge, work ethic and skills that are required to function as a competent and productive employee, is by obtaining an education. Without a solid infrastructure, the education system lacks the resources that are required to provide these basic needs to their students. This leads to a greater amount of students losing interesting in their studies and therefore failing or obtaining mediocre results and not furthering their education.

This results in a lesser amount of qualified and competent persons who are able to function in the industries that are most vital to the sustainability of the industrialised world. These industries are those such as the engineering, computing and medical fields. The engineering and computer fields are highly dominated by males, with over 85% of employees being men. This results in the male sex having a huge influence on the sustainability of industrialisation and technology.

The reason why these fields contain so few female employees is due to the fact that they require dedication, qualification and persistence - three qualities that most females choose to avoid as they age. Females employees tend to work at least 3 hours less than their male counterparts, and usually exit the workforce during their 30’s so that they can begin a family. As a result it’s basically impossible for women to support the role of motherhood and an employee within the industrialised, engineering and medical fields.

Over the last 30-45 years, the feminists have emphasised the importance of trying to increase the amount of females who further their education, and this has been achieved by lowering the standards of the system and giving females a greater amount of rights and privileges than their male counterparts (ie. affirmative action). This has produced an anti-male atmosphere, in which males are neglected, persecuted, and treated as second class citizens; leading to many men exiting the education system. As a result more females are entering the education system, however they are not developing the qualification that is required to work within the most important and demanding fields. This results in the following:

  1. More females are furthering their education while their male counterparts are exiting the school system,
  2. The vast majority of females who further their education are NOT entering the engineering and computing fields,
  3. This leads to a shortage of qualified persons in the engineering and computing fields.

Differences Between Males and Females

The manner in which teachers present the information is inefficient and improper. This has led to the assessment being restructured. In-depth research has conclusively proved that the male brain is designed primarily for analytical thinking, while the female brain is designed primarily for communication purposes. This can be explained by the following:

As a result, the current method of teaching and assessing the students is blatantly favouring the female demographic, as it’s designed to accommodate for communication skills and places less emphasis on analytical thinking. An example of this can be demonstrated by the manner in which the assessment of mathematical knowledge tends to place a greater amount of emphasis on the verbal ability to describe the approach used to obtain the answer rather than the fact it is right or wrong.

The biology of the brain allows males to focus on a specific subject while allowing females to multitask with more efficiency. Therefore males tend to excel at personal tasks while females usually succeed in workgroups. The current system is placing a greater amount of emphasis on the social skills that are applied in workgroups while placing less prominence on personal skills used to analyse and interpret data.

Again, males are being taken out of the environment in which they excel in, and they are being placed in a situation that is foreign to them.

Studies

The Illinois Loop Organisation has listed the 22 problems that affect males in the classroom. (Source: http://www.illinoisloop.org/gender.html). Here is the list produced by: The Illinois Loop Organisation

Teaching Methods
  1. Whole language instead of phonics (research shows differences between boys and girls in the extent of harm done by whole language) (more)
Classroom Organization and Practices
  1. Collaborative workgroups, which favour social interaction over personal skills and knowledge
  2. Desk seating in clusters or pods, instead of directed towards the teacher. Clusters dramatically increase the number of distractions, and substantial research finds that students (all students) really do learn better when desks face the teacher. (more)
  3. Emphasis on multiple simultaneous classroom activities -- a major source of distractions -- instead of focused, whole-class, engaging instruction
  4. Trend towards "project-learning" that is overwhelmed by play-like art projects and social activities, instead of dynamic direct teaching of content knowledge and skills (more)
  5. Reduced emphasis in classroom on competition, spelling bees, geography bees, awards, etc.
  6. Reduced emphasis in school on competition, valedictorians, GPAs, honour rolls, etc.
Subject Material: Interest
  1. Assigned literature skewed lopsidedly towards social issues, and away from novels of high adventure, courage, patriotism, etc. (Also see our pages on the Illinois Rebecca Caudill awards and on literature.)
  2. Almost total absence of fact-based biography and non-fiction in literature and reading classes. (more)
Subject Material: Bias
  1. "Modern" textbooks and recommended literature often go to extremes to remove male role models as lead characters and examples. (Read more regarding this issue in textbooks and in literature.)
Assessment and Expectations
  1. De-emphasis of correct answers in math, in favour of verbal ability in describing the approach taken. (Albert Einstein would not have done well in today's math classroom. He once said, "I rarely think in words at all. A thought comes, and I may try to express it in words afterward.")
  2. Assessment via chatty essays emphasizing verbal skills and expressions of feelings, instead of objective measurement of knowledge and understanding (more)
  3. For whatever reason, boys tend to be less skilled than girls in producing neat, clear handwriting. But research finds that "Illegible or poor handwriting can hinder students in getting fair and objective grades from their teachers ... [T]he quality of students' handwriting influences how teachers evaluate papers; students with better handwriting receive higher grades than those with poor handwriting." The result? Boys get lowered grades due to the written form of assessment. (more)
  4. Scoring of these essays by factors unrelated to the subject material at hand (e.g., math exams that give points for use of complete sentences, use of upper and lower case letters, reference to personal beliefs and experiences)
Attention, Distractions, Physical Activity
  1. Inattention seen as a psychological disease to be drugged rather than a social deficiency to be corrected
  2. Over-medication of attention issues: Instead of harnessing the enthusiasm of "hunter"-type alertness and guiding students in its control and application, typical lack of classroom attention is seen as a psychological malady that requires use of powerful psychotropic drugs.
  3. Classroom decorations, postings and colours that are over-the-top, resulting in an environment that is jarring and distracting rather than simply warm, inviting and encouraging.
  4. Elimination of recess, a healthy outlet for physical energy
  5. "Softening" of gym activities, reducing or eliminating vigorous or competitive ones (e.g., dodgeball), while increasing yoga, stretching, and other less active ones. The result is the loss of this physical outlet, and a conveyed sense that something is less acceptable about those other activities, which are enjoyed by many boys.
Teacher Biases
  1. More girls than boys report that they are called upon "often."
  2. More boys than girls report that teachers won't let them "say things they want to say."
  3. Teachers often respond well to students who are verbal and active in class discussions, and often that's a big advantage for girls. As a reporter observed in a recent Tribune article, "In an advanced-placement government class Wednesday, the girls excitedly responded to questions about the U.S. Constitution without raising their hands while the boys gave an occasional answer. 'They're louder and talk a lot more...' noted [a senior boy]."

All Information Listed Above Was Produced By a Study from The Illinois Loop Organisation. To access the official website of The Illinois Loop, please Click Here

Sexist Rules

In some of the Commonwealth nations such as Australia, most private and public schools prohibit male students from having long hair which is a blatant violation of their rights. The reasoning for such a ruling has no legitimate merit or basis to it other than discrimination, as the length of a male student’s hair will not affect his obedience and academic ability.

Apparently the rule is meant to protect the safety and well being of the male students both inside and outside of school, while maintaining the good name of the education department. In other words, there is no conclusive evidence that can substantiate such reasoning, and that makes the rule fascist and sexist.

In terms of violence, it would appear that “hair pulling” is common during female fights while being relatively rare between male fights. Based on this, shouldn’t the rules be reversed or applied evenly to both sexes?

There is absolutely no conclusive evidence that would suggest there is a correlation between the length of a students hair and the reputation of their school. Now there may be some ignorant, uneducated and delusional persons in society who may consider a long-haired male to be associated with the devil, however that doesn’t mean the male youth should be victimised and prevented from growing their hair just so that a demographic of insane radicals who have their own agenda are not offended.

If society were to pass laws just to please the psychotic demands of the most ignorant, uneducated and delusional members of society then the state of the law system would replicate the 17th century lifestyle. Back in the 17th century persons who were mentally ill were persecuted to the extreme, and in some cases they were burnt at the stake. If the rule is enforced due to tradition, then surely logic would prevail and allow people to see that technology has shown that many of the past traditions were indeed irrational and illogical and served no purpose to society.

An example of how Australian schools justify the enforcement of such a sexist and fascist rule can be viewed by Clicking Here
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