We as girls have an advantage, but this is an advantage we have carried with us through more support and care for years, while the more aggressive, less supportive treatment boys receive from infancy is not hurting them in the information age. We must stop playing girls against boys and boys against girls. We must see all of us as very equal but greatly affected by differential treatment over time from infancy.
I feel the problem of the male crisis has Ì¢âÂÒnot been looked atÌ¢âÂå in terms of much differential treatment that increases as we go down the socioeconomic ladder and more time in those environments. If anyone looks in those areas, they cannot help but see how the numbers of boys problems diminish greatly as we go up the socioeconomic ladder, even higher socioeconomic areas those Males are also falling behind their female peers. As we go down the socioeconomic ladder, the numbers increase greatly. We need to also look at much differential treatment of boys and girls beginning from infancy onward through adulthood. It is amazing to me that such differential treatment has not be looked at by the researchers. I imagine there are two reasons: 1. The belief in genetics has blinded researchers to the great social causes of learning, motivation and academics. 2.The present view of average stress sees stress as only occurring in some present situation, event, or work. We need to see how our average stress is made up many layers of past, present, future Ì¢âÂÛÏ experiences, fears, preparations for defense, needs, values of others, a host of unresolved mental work that remains with us we each carry as individuals as an average that take up real mental energy from thinking, learning, motivation to learn, and affects our mental/emotional health. The problem is more complex than school curriculum or boy chemistry. We need to stop looking at where boys are in life, character, and behavior and begin looking at how boys are treated from infancy very differently from us as girls. We need to see how the more aggressive treatment they are given from infancy by parents, teachers, peers is creating more learning problems and less than correct behavior or care for authority and school. To understand this, "we must redefine our average stress as many layers of mental work we carry with us that take away real mental energy leaving less mental energy to think, learn, concentrate, and enjoy the learning process. This differential treatment creates very real differences in learning by individual and by group. The problem involves two entirely different treatments of Males and Females as early as one year of age and increases in differential treatment. This is creating the growing Male Crisis. The belief Males should be strong allows aggressive treatment of Males as early as one year, designed to create more layers of agitation, fear, and tension, so they will be prepared to fight, defend, and be tough. This is coupled with much "less" kind, stable, (very little verbal interaction) and less mental/emotional/social support, knowledge, and skills for fear of coddling. This increases over time and continued by society from peers, teachers and others in society. This creates more social/emotional distance from parents and other authority figures who have knowledge; lags in communication, lower social vocabulary, poor sentence structure; also higher average stress: more layers of mental agitated conflicts and fears taking away real mental energy that hurt learning and motivation = to learn; also more activity due to need for stress relief; also more social/emotional distance from adults/teachers, defensiveness and wariness of others further hindering emotional and social growth; and higher muscle tension (creating more pressure on pencil and tighter grip) that hurts writing and motivation to write. It creates much lag in development creating a learned sense of helplessness in school. This differential treatment continues through adulthood, almost fixing many Males onto roads of failure and escape into more short-term areas of enjoyment. Also society gives Males love and honor (essential needs for self-worth) only on condition of some achievement or status. This was designed to keep Male esteem and feelings of self-worth low to keep them striving and even give their lives in time of war for small measures of love and honor. Males not achieving in school or other are given more ridicule and discipline to make them try harder. Support is not an option for fear of coddling. Many Males thus falling behind in academics then turn their attention toward video games and sports to receive small measures of love/honor not received in the classroom. The belief boys should be strong and the false belief in genetics that denies any connection with differential treatment and lower academics, lower esteem, and other problems over-rides all good sense when it comes to raising today. I feel there is an almost emotional cannibalism allowed upon Males, even young Males who appear to to be weak to make them tough. Since we as girls by differential treatment are given much more positive, continual, mental, emotional/social support verbal interaction and care from an early age onward this creates quite the opposite outcome for girls compared with boys. We enjoy much more continuous care and support from infancy through adulthood and receive love and honor simply for being girls. This creates all of the good things: lower average stress for more ease of learning. We do enjoy much freedom of expression from much protection that makes us look less stable at times; we enjoy lower muscle tension for better handwriting/motivation; higher social vocabulary; lower average stress for reading/motivation; much more positive, trust/communication with adults, teachers, peers; and much more support for perceived weaknesses. We are reaping a bonanza in the information age. The lower the socioeconomic bracket and time in that bracket the more amplified the differential treatment from a young age and increased and more differentiated over time. Now with girls and women taking over many areas of society, we are enjoying even more lavishing of love and honor, while boys and men still treated to be tough are failing more and are being given even more ridicule and abuse by society and yes, also by girls and women. My learning theory and article on the Male Crisis will go to all on request or can be read from my home site at http://learningtheory.homestea...
We as girls have an advantage, but this is an advantage we have carried with us through more support and care for years, while the more aggressive, less supportive treatment boys receive from infancy is not hurting them in the information age. We must stop playing girls against boys and boys against girls. We must see all of us as very equal but greatly affected by differential treatment over time from infancy.
I feel the problem of the male crisis has Ì¢âÂÒnot been looked atÌ¢âÂå in terms of much differential treatment that increases as we go down the socioeconomic ladder and more time in those environments. If anyone looks in those areas, they cannot help but see how the numbers of boys problems diminish greatly as we go up the socioeconomic ladder, even higher socioeconomic areas those Males are also falling behind their female peers. As we go down the socioeconomic ladder, the numbers increase greatly. We need to also look at much differential treatment of boys and girls beginning from infancy onward through adulthood. It is amazing to me that such differential treatment has not be looked at by the researchers. I imagine there are two reasons: 1. The belief in genetics has blinded researchers to the great social causes of learning, motivation and academics. 2.The present view of average stress sees stress as only occurring in some present situation, event, or work. We need to see how our average stress is made up many layers of past, present, future Ì¢âÂÛÏ experiences, fears, preparations for defense, needs, values of others, a host of unresolved mental work that remains with us we each carry as individuals as an average that take up real mental energy from thinking, learning, motivation to learn, and affects our mental/emotional health. The problem is more complex than school curriculum or boy chemistry. We need to stop looking at where boys are in life, character, and behavior and begin looking at how boys are treated from infancy very differently from us as girls. We need to see how the more aggressive treatment they are given from infancy by parents, teachers, peers is creating more learning problems and less than correct behavior or care for authority and school. To understand this, "we must redefine our average stress as many layers of mental work we carry with us that take away real mental energy leaving less mental energy to think, learn, concentrate, and enjoy the learning process. This differential treatment creates very real differences in learning by individual and by group. The problem involves two entirely different treatments of Males and Females as early as one year of age and increases in differential treatment. This is creating the growing Male Crisis. The belief Males should be strong allows aggressive treatment of Males as early as one year, designed to create more layers of agitation, fear, and tension, so they will be prepared to fight, defend, and be tough. This is coupled with much "less" kind, stable, (very little verbal interaction) and less mental/emotional/social support, knowledge, and skills for fear of coddling. This increases over time and continued by society from peers, teachers and others in society. This creates more social/emotional distance from parents and other authority figures who have knowledge; lags in communication, lower social vocabulary, poor sentence structure; also higher average stress: more layers of mental agitated conflicts and fears taking away real mental energy that hurt learning and motivation = to learn; also more activity due to need for stress relief; also more social/emotional distance from adults/teachers, defensiveness and wariness of others further hindering emotional and social growth; and higher muscle tension (creating more pressure on pencil and tighter grip) that hurts writing and motivation to write. It creates much lag in development creating a learned sense of helplessness in school. This differential treatment continues through adulthood, almost fixing many Males onto roads of failure and escape into more short-term areas of enjoyment. Also society gives Males love and honor (essential needs for self-worth) only on condition of some achievement or status. This was designed to keep Male esteem and feelings of self-worth low to keep them striving and even give their lives in time of war for small measures of love and honor. Males not achieving in school or other are given more ridicule and discipline to make them try harder. Support is not an option for fear of coddling. Many Males thus falling behind in academics then turn their attention toward video games and sports to receive small measures of love/honor not received in the classroom. The belief boys should be strong and the false belief in genetics that denies any connection with differential treatment and lower academics, lower esteem, and other problems over-rides all good sense when it comes to raising today. I feel there is an almost emotional cannibalism allowed upon Males, even young Males who appear to to be weak to make them tough. Since we as girls by differential treatment are given much more positive, continual, mental, emotional/social support verbal interaction and care from an early age onward this creates quite the opposite outcome for girls compared with boys. We enjoy much more continuous care and support from infancy through adulthood and receive love and honor simply for being girls. This creates all of the good things: lower average stress for more ease of learning. We do enjoy much freedom of expression from much protection that makes us look less stable at times; we enjoy lower muscle tension for better handwriting/motivation; higher social vocabulary; lower average stress for reading/motivation; much more positive, trust/communication with adults, teachers, peers; and much more support for perceived weaknesses. We are reaping a bonanza in the information age. The lower the socioeconomic bracket and time in that bracket the more amplified the differential treatment from a young age and increased and more differentiated over time. Now with girls and women taking over many areas of society, we are enjoying even more lavishing of love and honor, while boys and men still treated to be tough are failing more and are being given even more ridicule and abuse by society and yes, also by girls and women. My learning theory and article on the Male Crisis will go to all on request or can be read from my home site at http://learningtheory.homestea...