How Schools Shortchange Girls: The AAUW Report : A Study of Major Findings on Girls and Education

by American Association of University Women

This eye-opening study served as a wake-up call, exposing the systematic bias that girls face in education. While girls and boys enter school roughly equal in measured ability, by age fifteen girls have poor self-images and constrained views of their futures. In addition to a wealth of data, the report also suggests specific strategies to effect changes. This book catalyzed local, state, and national action, and today few conversations about gender and education in the academic and research communities neglect to mention this watershed report.

Genres: Nonfiction, Education

240 pages, Paperback

First published February 1, 1992

Reviews

[Jeri Vick · Rating 4 out of 5]

Intersting points were made. For me, I was struck by how many subtle influences I have always taken as given without much thought as to how discouraging they can be for young girls interested in pursuing math/science. At the end of the day, however, as with most things, the sufficiently motivated and talented young girl will find her way in spite of headwinds. That's not to say that these headwinds shouldn't be addressed. They should be.

I was particularly struck by the discussion of (fairly irrefutable) gender biases and performance differences in standardized testing as well as the overwhelming gender bias in curricular literature selections. All of these rather subtle, seemingly innocent influences create an environment where young men can identify with leaders as similar while young women would identify as "other".

Despite my points to the contrary above, I wouldn't have considered myself a vocal feminist. However, as a mother to a young girl interested in math/science, this book did give some interesting food for thought.

[Adam · Rating 1 out of 5]

This report is the textbook example how to conduct a bad study, arrive to the wrong conclusions, ignore the ocean of problem boys and men face in education, then write a biased, poor report on which scientifically illiterate, epistemologically challenged people will base destructive arguments on. It should be taught in schools to immunize people against the short-circuits of our faulty cognitive wirings.