Gender Role Expectation: Misreading Of Junior Middle School Students' Learning Disadvantages

Junior high school boys’ academic performance has become a new hot topic of today’s sex education. This paper takes junior high school boys as the research object, by analyzing the existing point of view that boys have "learning disadvantage ", combined with the author’s practice investigation to verify that the absence of junior boys’" learning disadvantage" as the core assumptions and were validated into four specific assumptions:1 The boys did not show overall performance significantly behind.2. School teachers have a positive impact on the gender structure boys.3. Boys had higher IQ identification and a higher degree of concern in the process of learning. Teachers had higher identification on girls IQs while students had higher identification on boys IQs 4. The way of school’s education evaluation to boys are fair. Finally I have five conclusions:1. Junior boys have good learning situation, the phenomenon of significantly behind does not appear.2. Teachers higher expect on boys have a higher positive impact on boys’ learning.3. Boys’ IQ have high degree of recognition and attention in class, who with a positive learning environment.4.The existing evaluation methods for school boys is fair, not as a boys’ learning disadvantage "causes.5.Junior boys’"learning disadvantage "is a misreading, because of the high expectations which social expect on boys.Through the statistical analysis of the teachers and students’ questionnaires results, basically testified the hypothesis proposed by this study that traditional gender education concepts in our country has a positive influence on junior middle school boys. Survey results showed that:First, junior boys have good learning situation. Boys score was evenly distributed, most boys were in the middle or poor score. The number of high score, middle score or lower-middle score boys was similar with girls’. Second, teachers have higher expect on boys and are more stringent to boys. The author obtained the result that teacher sex ratio was negatively correlated with student achievement by studying the linear regression equation, which means the larger the gap of teacher sex ratio was, the lower the students performance would be. Also teachers’ preference for male and female students was not related to their score, while the communication between teachers and students would have a positive impact on students’ score. Third, boys had higher IQ identification and a higher degree of concern in the process of learning. Teachers had higher identification on girls IQs while students had higher identification on boys IQs. And among those students, many girls thought boys have higher IQs. Through the investigation of classroom questioning, the author found that the teacher preferred asking boys questions to asking girls not only in normal classes but also in open classes. Forth, point of’The school has an unfair evaluation methods for the boys’, is a misunderstanding affected by the traditional concept. The number of female class committee was slightly more than male’s, but the gap was not large. And the number of boys who wanted to be class committee was similar with girls’. Studying the existing evaluation methods in school, statistical results showed that schools were using test scores, discipline and moral character as the main evaluation methods. Students expected that school and teacher can evaluate them from all aspects. Students and teachers both thought that the existing evaluation methods were fair to boys.Junior high school boys have positive impact on their learning. They not only score at normal levels, but also have more social expectations and more stringent requirements. The idea of the boys crisis appeared today, is due to social have higher expectations on boys,when the boys did not meet the performance expectations,they were misunderstood as being at a disadvantage.