Amy
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
504
On Slideshare
364
From Embeds
140
Number of Embeds
5

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 140

http://younestaia.blogspot.com 131
http://www.younestaia.blogspot.com 6
http://younestaia.blogspot.nl 1
http://www.younestaia.blogspot.nl 1
http://www.younestaia.blogspot.fr 1

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • Thompson and Kindlon—speak their language

Transcript

  • 1. A presentation by Amy RichBringing Back the Boys
  • 2. In this presentation Introduction: Bedouin of the Negev Education/drop out rates Why We Drop Out: student confessions Why girls are thriving Boys are Falling Behind: teacher’s confess Research on why boys are failing Strategies for engaging boys in the classroom Collaboration: what has worked for you?
  • 3. Introduction to Bedouin of the Negev Negev Bedouin were nomadic Arabs who lived by rearing livestock in the Negev Desert of SouthernIsrael. They have been transformed into urban town dwellersbut maintain their traditional and conservative BedouinMuslim values. Population = approximately 160,000, 50% of which live in 7 permanent townships, and the remainder in unrecognized villages. The rate of growth highest in the world! Bedouin population doubles every 15 years. (By 2020-300,000)
  • 4. EDUCATIONWith a shift from nomadic life to town dweller and a growing population,education, in particular higher education, is crucial to their adjustment anddevelopment.Schools are supported by Jewish non profits and receive minimum founding.Teachers: young Arabs from the North who do not stay longSome high schools experience marked violenceHighest drop‐out rates in IsraelThe poorest success rates on the matriculation exams in the country.
  • 5. Student Confessions: Why we drop out Boys GirlsBoredom Our parents’ choiceWe want to help Our fiancés choicesupport our families We need to help atMoney for ourselves homeSchool too difficult Since we can’t go toDon’t need education university, our parentsfor my future job don’t see the point in usDon’t like teachers, attending high schoolpeople in schoolCan’t afford books
  • 6. What’s the difference? CHOICE.
  • 7. The Facts*More girls than boys are staying in school, successfully completing secondaryeducation, and qualifying for university entranceFor Bedouin girls, drop out rates decreased over the past decade, from 42% to32%, while by contrast the rates for boys increased from 33% to 43%.Between 2000 and 2010, the matriculation rate for girls jumped from 13% to28%, while for boys it rose only from 11% to 12%.Major gap growing between boys and girls, and it’s the boys who are droppingout/failing to qualify to enter university
  • 8. Women in Bedouin society face double and sometimes triple discrimination (Bedouin, female, class, unmarried ). So, why are girls are thriving? “The only why to change our status is through education.” Because of feminism, boundaries for girls have been redefined. . The behavioral boundaries for girls greatly expand—girls play sports, get dirty, play “hard”—ideas previously off limits to them. These new opportunities for girls and women have been recognized as significant contributions to their overall health and well-being. Special programs for girls: since the education and empowerment of women in developing societies is seen as the key to social change the majority of students in special programs are girls
  • 9. There are quickly increasing numbers of Bedouin women attending the university whereas the boys numbers are slowing
  • 10. Why are boys dropping out of school and failing to enter college? Teacher Confessions:The boys are not serious students, they are trouble makers, often disruptive andhave too much freedom inside and outside of school.Values have changed and money talks. Boys do not see education as a direct pathwayto making money.Many boys do not view education as important to their futures therefore they donot contribute, fall behind, and eventually drop out of school.Many boys have LDs which go undiagnosed or ignored.Teachers are weak and unqualified. They do not know how to manage or engage boys.The present focus in schools is on empowering and engaging Bedouin girls; thereare many after school programs designed specifically for girls. The girls areexcelling and it leaves the boys feeling intimidated.
  • 11. If boys are leaving or have left school, why? What are their aspirations? Can look to other minority communities for answers ”dropping out” systematic of larger problem (and schools don’t intervene early enough):-Boredom-Disconnection from adults-Missed too much school and can’t catch up-LD-Poverty Weak/inexperienced/unqualified teachers Weak Teacher/student relationships Education doesn’t open doors Modernization, changing role of woman, redefining of genders Boundaries for boys remain rigid. (Boys still universally encouraged to purge themselves of any hint of softness or femininity, Kimmel)
  • 12. Strategies for engaging boys Let boys be active: accept a higher level of activity Reduce out of school suspensions Boy friendly activities/materials/topics Good leadership, qualified teachers Speak their language and treat them with respect; use discipline to guide and build Stronger adult/student relationships Parental involvement—reinforcement at home—skills for parents how to help their children succeed. Help them identify clear goals (*kids who believe they’re headed somewhere behave better) Show them how education can create better opportunities for them Special programs to help boys indulge their emotions, teach boys a range of emotions, that empathy is courage, model manhood as emotionally attached, and teach the many ways in which a boy can be a man. Equip them with skills for dealing with changing role of women.
  • 13. What has worked for you?