Jedidiah Ng

“First, motivation: “The women are so driven. They know they have to provide for their family.” Second, independence: “They [the women] don’t really need a relationship, they can do it on their own.” Third, persistence: “When stuff gets hard, the guys tend to run away, the girls don’t.” Fourth, planning: “Women tend to live in the future, men tend to live in the present.” Put these together—motivation, independence, persistence, and planning—and it is no wonder, to Tyreese at least, that women are doing better in school.”
― Richard V. Reeves, Of Boys and Men: Why the Modern Male Is Struggling, Why It Matters, and What to Do about It

“Confidence doesn’t come from doing the work out of fear or neuroticism—to practice because you are afraid to lose or fail. When fear drives the motivational ship, then insecurity pervades. When the work is done in the name of getting better, of enjoying the process, of searching for mastery of the craft, then confidence gradually grows.”
― Steve Magness, Do Hard Things: Why We Get Resilience Wrong and the Surprising Science of Real Toughness

“One thing that did seem to influence men’s decision whether to study abroad was “peer interactions,” but in a negative direction.36 Men appear to motivate each other to stay put, rather than hit the road.”
― Richard V. Reeves, Of Boys and Men: Why the Modern Male Is Struggling, Why It Matters, and What to Do about It

“Among women, the Fort Worth initiative “tripled associate degree completion.”7 This is a huge finding. But as with free college in Kalamazoo, it had no impact on college completion for male students. Why? Again, the evaluators can only speculate. James Sullivan, one of the scholars who is examining the program, says, “We don’t know.”8 That phrase again. His research team does note that the case managers assigned to work with students, called “navigators” (great name by the way), were all women. When a program relies heavily on a close one-to-one relationship, matching the gender of the provider and recipient may be important. This is consistent with research showing that when the racial or gender identities of teachers and learners or mentors and mentees match, results are often better.9”
― Richard V. Reeves, Of Boys and Men: Why the Modern Male Is Struggling, Why It Matters, and What to Do about It