New study: girls have higher GPAs and earn more graduate degrees than boys

Do female-dominated schools discriminate against boys?
Do female-dominated schools discriminate against boys?

This is from the Washington Examiner.

It says:

Young women are taking more honors classes, getting better grades and have a higher overall GPA than their male peers, according to a report compiling SAT Test data.

The report, released by the College Board, looked at the test scores of college-bound seniors in 2016, and reviewed high school data demographics. Girls, it turns out, are doing much better in high school than boys. In a chart compiled by American Enterprise Scholar Mark Perry, it’s clear that girls are outperforming boys on nearly every level in high school.

[…]Don’t expect to hear calls for helping boys perform better in school. Activists have focused so heavily on girls for years now that boys have gotten the message that they no longer matter. It’s what Christina Hoff Sommers wrote about in her book “The War Against Boys” nearly two decades ago.

What Perry noted in the chart above isn’t new for this year, it’s been a trend since before Hoff Sommers’ book. Yet the focus is still on girls.

[…]More girls than boys are attending college and getting master’s and doctoral degrees.

The article notes that boys perform better on math SATs, which makes you wonder why they have lower GPAs. Most teachers and administrators in traditional schools are women. When those women administrators and teachers attend college, they learn that women have been held back by men and discriminated against. Then they get jobs in the education system teaching boys and girls. Could it be that when a teacher grades a boy, she grades a boy lower than a standardized test would? As a way of “making up” for the supposed discrimination against women?

Has anyone ever studied this to see if there is discrimination against boys in the schools?

The study is here (PDF), and Susan Walsh writes about the study on her blog.


A new study of nearly 6,000 elementary school children has found that boys are discriminated against beginning in kindergarten. Christopher Cornwell, an economics professor at the University of Georgia, says that ”gender disparities in teacher grades start early and uniformly favor girls.”

Despite having higher scores on standardized tests, boys get lower grades than girls. Why? Because teachers are basing grades at least partly on classroom behavior, and the standards are very much geared to female norms.

[…]Here’s what the disparity looks like for kindergarten boys:

Std. Deviation Test Scores Grades
Reading -.017 -.27
Math +.02 -.15
Science +.035 -.14

(Note: Values are approx., gauged visually from study graphic.)

Another interesting finding was that boys who adhere to female norms on non-cognitive skills were not penalized. Effectively, the more female behavior was rewarded with a grade “bonus” for males.

The implications of this are obvious. Masculinity, even normal maleness, is being punished in schools from a very young age. Only the most female-acting boys are rewarded with a fair assessment.

What the study shows is that administrators and teachers don’t grade like standardized tests – they have other criteria that discriminate in favor of girls and against boys. And now we are seeing the effects of this attack on boys in college admissions and graduation rates – not to mention affirmative action for women employees in the workplace.

You can find out more about the war against boys in Christina Hoff Sommers’ book “The War Against Boys”. If you send your boy(s) to government-run schools, this is a must-read. Sommers is a Democrat, and a traditional equity feminism but unlike most school administrators and teachers, she does not believe that it is OK to discriminate against boys to keep them down.

4 thoughts on “New study: girls have higher GPAs and earn more graduate degrees than boys”

  1. For the record, I am a male:

    This is of course a difficult topic. There are a lot of bad stereotypes, and some women/girls have had a hard time getting into STEM fields. There a plethora of factors including lack of good female role models, lack of good female mentoring, not being encouraged/supported enough, bad assumptions (“I don’t do well in (whatever STEM field) so I’m never going to do well in (whatever STEM field)”), etc.

    On the flip side for boys, I hope I’m not saying anything shocking to suggest there are differences between boys and girls, including the games we played as kids. I have at least one daughter and one son. They have the same toys, minus their favorite stuffed animals. My son is fascinated by trains and buildings. He makes elaborate buildings out of Legos and MagnaTiles. He could care less about dolls. My daughter talks about daddy and mommy trucks, dresses up her dolls and stuffed animals.

    When I was a boy, I went to two different elementary schools in the Pacific Northwest. There were some beautiful coniferous trees outside and we could usually find some Norway Spruce pine cones, which tended to be soft, especially when damp. The first school had very strict to draconian policies: no running around (one could trip and fall), no picking up or throwing of any object whatsoever (someone could get injured). No sticks, no stones, no pine cones.

    The second school had much more of a relaxed policy. Let kids be kids, let them do whatever they enjoyed, as long as they didn’t trespass or break any laws, they didn’t get into fights, and they were back in time (i.e., shortly after the return from recess bell rang).

    The first school has closed down over ten years ago. The second school was in the top quartile of elementary schools and remains quite strong. Boys sometimes play some games like “war”. Conflict (e.g., heroes vs. villains, good guys vs. bad guys) and hierarchy are sometimes observed in boys’ games. The vast majority of boys who play these games aren’t going to grow up to be serial killers.

    When I was going through high school, I had one male English teacher who discriminated against boys in a different manner. (Not that “good grades” with this teacher is a guarantee later in life.) This teacher would give good grades to girls who wrote fluffy, emotional, expressive essays. He didn’t like my essays because they were either 1) too terse or 2) too factual. Occasionally he would critique my construction like “too wordy” without giving me much assistance about how to make it “less wordy”.

    I would write in the same style to a different teacher (he happened to be the head of the English department) and he consistently scored me >90% and top in the class. Go figure. And I made sure to get myself into the head of the English department’s English honors class for twelfth grade.

    1. i would agree on the lack of female role models in stem fields for young girls. growing up i loved science, i also watched the discovery channel and bill nye the science guy . however, i was discourage from pursuing science because i always saw males in that field.

      im currently in school for nursing which is a branch of science,i guess but females that pursue stem fields is really lacking.

  2. Why am I not surprised. I tried to explain this to a former Christian coworker (male) several years ago. Unfortunately he had already bought into the myths promoted by the feminists and was way too invested in anti-male bigotry to accept the truth and insisted on blaming under performing boys by labeling them lazy.

  3. I noticed that none of this article even mentioned the favorite weapon of choice by modern women against young men: the “false accusation” (of ‘rape’, or ‘harassment’, of ‘stalking’, etc.) Used against young men on today’s college campuses, the ‘false accusation’ is the ‘neutron bomb’ of choice since the women are seldom/never held accountable for their lies, the weak-kneed administrations seldom/never enforce First Amendment rights for the (falsely) accused, and the men are not able to publicly have their names exonerated.
    Young men on today’s college campuses might as well have bulls-eyes on their backs.

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