Gender Fairness in Today's School

This book traces back how male students are currently disadvantaged in school by instruction in an overwhelmingly female environment devoid of male role models, who can inspire the love of learning in male students. Further, teachers are unduly influenced by biases related to compliant behaviors which result in conflating assessments of student academic achievement with compliance. Therefore, males’ marks prevent to many from qualifying for courses leading to leading as well as achieving sufficiently high marks in those courses.

“Do you believe that you're an advocate for critical thinking? ”

Do you believe that you’re an advocate for critical thinking?  Read Jim Dueck’s book and evaluate your reactions, which I think will include surprise, rage, affirmation, disagreement, and a host of other emotional reactions.  Dueck is not a provocateur, but has marshaled the weight of the evidence to suggest three overwhelmingly powerful conclusions.  First, males and females are evaluated and educated in dramatically different ways from an early age.  There is no malice here - just fact.  Second, these differences not only harm boys in the short-term - with differences in discipline and academic expectations - but also hurt girls who receive erroneous message about the value of compliance and submission.  Third, and most hopefully, educators and school leaders can address these disparities in a positive and constructive way.  This book is not really just about our male students, but all of our students, and how society can benefit when we do a better job of giving women and men accurate feedback and equal opportunities.  Readers should expect to take issue of some of Dueck’s claims, but they will find this level of challenging intellectual engagement with such a thoughtful advocate rewarding and thought-provoking. -- Douglas Reeves, PhD, author; researcher; Creative Leadership Solutions
When it comes to tackling the tough issues in education, there is no one better suited for the task than Jim Dueck. In his latest book, he addresses the significant problems facing boys in the education system and pulls no punches in this hard-hitting analysis. Whether you agree with him or not, his proposals deserve serious consideration. -- Michael Zwaagstra, Research Fellow, Frontier Centre for Public Policy: Co-Author of What’s Wrong With Our Schools and How We Can Fix Them
Be warned! As is always the case with Jim Dueck's writings, he challenges the status quo and causes you to reconsider your practices. In addressing the issues surrounding the sensitive topic of how male students are supported, he moves from reasoning to research, providing thorough data driven analysis for all of his challenging points. As he points out “the numbers do not lie”. Whether addressing topics like male teachers into elementary schools or the importance of standardized testing in supporting equality, provides clear and timely suggestions to tackle this oft-ignored subject. -- Shaun Fraser, Teacher, Richmond School District, BC
Through careful research and years of observing in-class and standardized testing, Jim Dueck is able to clearly communicate the ways in which elementary and secondary schools create road blocks for young male students. The book has allowed me to see my own teaching practice with new eyes, while also thoroughly articulating many aspects of the education system that I wasn’t able to fully understand until now. I was deeply challenged to rethink how I design and assess the work that all of my students do. -- Charlie Buhler, Teacher, Surrey School District, BC
Dr. Dueck has indeed raised and researched a critical question when it comes to the shifting balance of gender achievement in our public schools.  Through his exploration of grading patterns and tendencies, he draws some critical conclusions which deserve a closer look.  His conclusion of the challenges faced by male students as a result of grade inflation which is influenced to a greater degree by student behaviour has put males at a disadvantage.  The result of fewer university scholarships and admissions for males is well researched and has significant implications for the future of public education and on society as a whole. Steps to counter this growing trend are included and worth a closer investigation. -- Glen Hildebrand, Principal, Abbotsford, BC

Jim Dueck, EdD has a career in education spanning forty years of service as a teacher, principal, superintendent, and assistant deputy minister. He has also advised representatives from approximately fifty education systems around the world regarding assessment and accountability, including the U.S. government’s launch of the Race to the Top initiative.

This book traces back how male students are currently disadvantaged in school by instruction in an overwhelmingly female environment devoid of male role models, who can inspire the love of learning in male students. Further, teachers are unduly influenced by biases related to compliant behaviors which result in conflating assessments of student academic achievement with compliance. Therefore, males' marks prevent to many from qualifying for courses leading to leading as well as achieving sufficiently high marks in those courses.

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