Hilary White

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Eliminating feminist teacher bias erases boys' falling grades, study finds

Hilary White
Hilary White
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January 17, 2013,  (LifeSiteNews.com) – Has the Sexual Revolution, and the feminist ideology that drives it, pushed men out of universities by undermining boys in school as early as kindergarten? Some writers are beginning to connect the dots between the shift over the last few decades in educational practices from fact-based grading to evaluation based on “non-cognitive” and “emotional skills” and the drop in school performance of boys.

In the 1970s, feminist critics regularly complained that the school system favored “male thinking.” Facts, dates, rote learning, and math skills that were seen as “too masculine” for girls. In the intervening decades, feminists have made huge strides throughout the Western world, and education – particularly in the training of teachers – has been transformed as a result.

That most government policy makers and academics accept this as an unqualified success has left bewilderment as to how the new, more “fair” teaching styles have resulted in poor outcomes for boys and ultimately for the men they must become.

A five-year research project, funded by the Departments of Education and Justice in Northern Ireland, has just been released that found “systemic flaws” in the way students are evaluated that leave boys disadvantaged. Boys from poor neighbourhoods in Belfast and other cities are especially vulnerable to learning underachievement and health problems.

Dr. Ken Harland and Sam McCready from the University of Ulster said that the problem has been clear for “several decades,” but that “it was extremely difficult for the research team to find specific strategies addressing boys’ underachievement.”

“Although teachers who were interviewed as part of this study recognised the predominance of boys with lower academic achievement, they generally did not take this into account in terms of learning styles or teaching approaches,” he said.

The Belfast Telegraph quoted a pupil who told the researchers, “Teachers should understand better the way boys think and why they do some things. They’re out of touch.”

The problem of boys’ underachievement in primary and secondary school follows them into their later lives. Research from 2006 has tracked the decline in male academic performance over the same period as the rise of feminist-dominated ideologies in academia and policymaking.

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The ratio of males to females graduating from a four-year college stood at 1.60 in 1960, fell to parity by 1980, and continued its decline until by 2003, there were 135 females for every 100 males who graduated from a four-year college. Another study found that half of the current gender gap in college attendance can be linked to lower rates of high-school graduation among males, particularly for young black men.

The work of one American researcher may offer clues to the question of why and how. Professor Christopher Cornwell at the University of Georgia has found that a heavily feminist-driven education paradigm systematically favours girls and disadvantages boys from their first days in school.

Examining student test scores and grades of children in kindergarten through fifth grade, Cornwell found that boys in all racial categories are not being “commensurately graded by their teachers” in any subject “as their test scores would predict.”

The answer lies in the way teachers, who are statistically mostly women, evaluate students without reference to objective test scores. Boys are regularly graded well below their actual academic performance.

Boys are falling significantly behind in grades, “despite performing as least as well as girls on math tests, and significantly better on science tests.”

After fifth grade, he found, student assessment becomes a matter of “a teacher’s subjective assessment of the student’s performance,” and is further removed from the guidance of objective test results. Teachers, he says, tend to assess students on non-cognitive, “socio-emotional skills.” This has had a significant impact on boys’ later achievement because, while objective test scores are important, it is teacher-assigned grades that determine a child’s future with class placement, high school graduation and college admissibility.

Eliminating the factor of “non-cognitive skills…almost eliminates the estimated gender gap in reading grades,” Cornwell found. He said he found it “surprising” that although boys out-perform girls on math and science test scores, girls out-perform boys on teacher-assigned grades.

In science and general knowledge, as in math skills, the data showed that kindergarten and first grade white boys’ grades “are lower by 0.11 and 0.06 standard deviations, even though their test scores are higher.” This disparity continues and grows through to the fifth grade, with white boys and girls being graded similarly, “but the disparity between their test performance and teacher assessment grows.”

The disparity between the sexes in school achievement also far outstrips the disparity between ethnicities. Cornwell notes that “the girl-boy gap in reading grades is over 300 percent larger than the white-black reading gap,” and boy-girl gap is about 40 percent larger than the white-black grade gaps.

“From kindergarten to fifth grade,” he found, “the top half of the test-score distribution” among whites is increasingly populated by boys, “while the grade distribution provides no corresponding evidence that boys are out-performing girls”.

These disparities are “even sharper for black and Hispanic children” with the “misalignment of grades with test scores steadily increases as black and Hispanic students advance in school.”

The study, he said, shows that “teachers’ assessments are not aligned with test-score data, with greater gender disparities in appearing in grading than testing outcomes”. And the “gender disparity” always favours girls.

The American thinker Christina Hoff Sommers, author of the book The War Against Boys: How Misguided Feminism Is Harming Our Young Men, wrote that “the idea that schools and society grind girls down has given rise to an array of laws and policies intended to curtail the advantage boys have and to redress the harm done to girls.”

Sommers wrote in The Atlantic,“These are things everyone is presumed to know. But they are not true.” She notes an incident at New York’s tony Scarsdale High School in which, at a conference on student achievement, a male student presented evidence from the school’s own records showing that far from being pressed down, girls were far outstripping boys.

When the teachers checked the student’s data, “they found little or no difference in the grades of boys and girls in advanced-placement social-studies classes. But in standard classes the girls were doing a lot better.” The revelations, she said, were not well received. Scarsdale is a school that has thoroughly accepted the received wisdom that that girls are systematically deprived, and this belief has led their gender-equity committee to offer a special senior elective on gender equity that continues to preach the message.

“Why has that belief persisted, enshrined in law, encoded in governmental and school policies, despite overwhelming evidence against it?” Sommers traces it back to the work of one academic feminist, Carol Gilligan, a pioneer of “gender studies” at Harvard University. Gilligan’s speculations launched a veritable industry of feminist writers, citing little or no reviewable data, lamenting the plight of girls “drowning or disappearing” in the “sea of Western culture”

“Most of Gilligan’s published research, however,” Sommers points out, “consists of anecdotes based on a small number of interviews.”

Sommers has identified the work of Gilligan and her followers as “politics dressed up as science” and points out that she has never released any of the data supporting her main theses. Nevertheless, the idea that girls are lagging behind boys continues to lead the discussion at nearly every level of public policy on education, and not only in the U.S.

The global reach of American left-wing feminism has led to similar changes, and similar outcomes, in nearly every Western nation.

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Christian clerk fights on as Sixth Circuit orders her to issue gay ‘marriage’ licenses

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By Dustin Siggins

ROWAN COUNTY, KY, August 27, 2015 (LifeSiteNews) -- A federal appeals court has ordered Christian clerk Kim Davis to provide same-sex “marriage” licenses, but she’s refusing to give in.

Davis, a Democrat, says that her Christian beliefs will not allow her to issue licenses for same-sex “marriages.” Despite pressure from Democrat Gov. Steve Beshear, a lawsuit from the ACLU, and two federal court rulings, Davis has refused to issue any licenses while the matter is still working its way through the courts.

However, the Sixth District Court of Appeals said Davis must issue the licenses.

While critics say Davis must follow the law as a public employee, she says the First Amendment protects her decision even as a government worker. In addition to being sued by the ACLU, she has pro-actively taken her case to court.

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Beshear told all government employees that "you can continue to have your own personal beliefs, but, you’re also taking an oath to fulfill the duties prescribed by law, and if you are at that point to where your personal convictions tell you that you simply cannot fulfill your duties that you were elected to do, then obviously an honorable course to take is to resign and let someone else step in who feels that they can fulfill those duties.”

The initial court decision against Davis was stayed 10 days ago. Liberty Counsel's Mat Staver, whose organization represents Davis, told CNN that they might appeal to the U.S. Supreme Court and are hoping the high court would issue a stay of the Sixth Circuit ruling in the interim.

A poll of Kentucky voters that was released last month found that 50 percent of the state backs natural marriage, while only 37 percent supported its redefinition. 

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Christians at Duke U refuse to read lesbian porn novel assignment

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By Steve Weatherbe

DURHAM, NC, August 27, 2015 (LifeSiteNews) -- Christian freshmen at Duke University are refusing to read an assigned graphic novel depicting masturbation and homosexual intercourse. The university says the assignment was optional and won’t discipline the holdouts.

Brian Grasso emerged as the spokesperson for the dissenters after he posted his decision on the Class of 2019’s closed Facebook page. Opponents have done their best to mock and deride the holdouts as ignoramuses who don’t belong at Duke, but Grasso has addressed all their jibes, first to Duke’s student paper and then in an op-ed in the Washington Post, intelligently and engagingly.

The book at issue is Fun Home, a fictional depiction by lesbian artist Alison Bechdel of growing up with a homosexual, suicidal dad and discovering sex with other girls. “After researching the book’s content and reading a portion of it, I chose to opt out of the assignment,” Grasso told Post readers, explaining he was not opposed to learning about homosexuality any more than he would be with the ideas of “Freud, Marx or Darwin,” though he might find them immoral too.

“But in the Bible,” he went on, “Jesus forbids his followers from exposing themselves to anything pornographic. ‘But I tell you that anyone who looks at a woman lustfully has already committed adultery with her in his heart,’ he says in Matthew 5:28-29. ‘If your right eye causes you to stumble, gouge it out and throw it away.’” He then cited St. Paul to support his argument.

Grasso knew Christians would be in the minority at Duke, he admitted, but what surprised him was that Duke would blithely assign something so obviously offensive to this minority. “Duke did not seem to have people like me in mind. It was like Duke didn’t know we existed, which surprises me.”

But Patrick Reilly, the president of the Cardinal Newman Society, an organization devoted to promoting American Catholic orthodoxy at Catholic universities, isn’t surprised. “American society has been moving away from Christian values or even neutrality, especially at secular institutions but even at Catholic and other Christian schools,” Reilly told LifeSiteNews. He urged Catholic and other Christian parents and high school students to choose their universities carefully.

Other freshmen have supported Grasso: Bianca d’Souza said the novel’s ideas were important but the salacious content unnecessary and offensive. Jeffrey Wubbenhorst wrote, “”The nature of ‘Fun Home’ means that the content that I might have consented to read in print now violates my conscience due to its pornographic content.”

But others from the class of 2019 responded, “Reading the book will allow you to open your mind to a new perspective and to examine a way of life and thinking with which you are unfamiliar.”

In the same vein students wrote the Duke student newspaper Chronicle, mocking the dissenters with references to a Dr. Seuss children’s book. “Mermaid Warrior,” for example, wrote, “I’m sure there are people who think Cat in the Hat sends bad messages. That’s a big problem I have with complaints like these, ‘I shouldn’t be expected to read stuff I disagree with!’ It’s like, guess what, there’s no way to find something that everyone will agree with.”

But Grasso makes clear his issue isn’t with disagreeable ideas at all. “I think there is an important distinction between images and written words. If the book explored the same themes without sexual images or erotic language, I would have read it. But viewing pictures of sexual acts, regardless of the genders of the people involved, conflict with the inherent sacredness of sex. My beliefs extend to pop culture and even Renaissance art depicting sex.”

Inevitably, Duke itself weighed in. The book was selected for summer reading by the freshman class, explained Duke’s vice president or public affairs, Michael Schoenfeld, “because it is a unique and moving book that transcends genres and explores issues that students are likely to confront.”

After touting its artistic value and noting that a Broadway adaptation won the Best Musical award for 2015, he noted that the book was not a requirement and there would be no examination or grading. He expressed the hope that Duke’s 1,750 freshmen would arrive with open minds willing to “explore new ideas.”

But for all that, Schoenfeld did not explore the issues raised by Grasso: morality, pornography and the sexualization of relations.

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John Jalsevac John Jalsevac Follow John

Aborted babies’ hands too disturbing? Solution: chop them off before shipping the bodies

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By John Jalsevac
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August 26, 2015 (LifeSiteNews) - As if we needed more evidence that many of those in the abortion industry know perfectly well what they are doing, along comes the latest undercover video from the Center for Medical Progress (CMP).

The video includes disturbing undercover footage of a conversation with Cate Dyer, the CEO of StemExpress, a biomedical firm that acquires the bodies of aborted babies from Planned Parenthood clinics.

During that conversation Dyer infamously jokes with an undercover investigator about the need to warn lab techs ahead of time when a fully “intact” aborted baby's cadaver is being shipped to them.

But there it is: that hand, in all of its beauty, and its horror. Beautiful, as every hand is beautiful. Horrific, in that it is attached to a dismembered arm, yanked out of its socket, and swimming in a pool of the baby’s intestines and other body parts, to be bartered over and sold. 

“If you have intact cases, which we’ve done a lot, we sometimes ship those back to our lab in its entirety,” she says. "Tell the lab it's coming, so they don't open the box and" scream. "Their lab techs freak out and have meltdowns."

"Academic labs cannot fly like that, they are just not capable," Dyer adds condescendingly. "It's almost like they don't want to know where it comes from. I can see that."

But don’t worry, Dyer makes it clear she knows exactly where fetal tissue comes from, and isn't bothered in the least.  However, she agrees with a joke made by the undercover investigator, that if you’re going to be shipping the intact body of an aborted baby, it would be best to always make sure that the “eyes are closed.”

But surely the saddest part of the conversation comes when Dyer reveals how some of those squeamish lab techs manage to get around their natural repugnance at receiving little, perfectly-formed babies’ bodies in the mail, which they will then slice and dice – all in the name of “medical progress,” of course.

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She says that she often receives instructions from scientists who experiment on aborted babies that, "We need limbs, but no hands and feet need to be attached."

A curious request, no? But then again, there is something especially pesky about those tiny hands and feet, isn’t there?

Human hands are, after all, a true marvel of nature – so far surpassing in dexterity the appendages of any other mammal, the unparalleled tools that have enabled human beings to build empires, create art of breathtaking beauty, and to express themselves in myriad different ways. So marvelous, in fact, that Isaac Newton is reported to have said, “In the absence of any other proof, the thumb alone would convince me of God’s existence.”

Not only are hands and feet useful, but they knit human beings together in intimacy: lovers will hold or squeeze their beloved's hands, and friends will soothe their friends in time of sorrow by taking their hands. And then there is the case of new parents, who will go into raptures over the hands and feet of their newborn babies, and speak, using the foolish language of love, of wanting to “eat” them. Mothers will shower their newborn babies’ feet with kisses, and tickle them, and will study and fall in love with every dimple, every crease.

Perhaps that is why so many people found the fifth (or was it the sixth? I’m losing track of the horrors) video so disturbing: that footage inside the lab, when the man behind the camera uses his tweezers to delicately lift up a dismembered arm, with the hand still attached.

That arm, it is true, would not have been half so disturbing, were it not for the hand. But there it is: that hand, in all of its beauty, and its horror. Beautiful, as every hand is beautiful. Horrific, in that it is attached to a dismembered arm, yanked out of its socket, and swimming in a pool of the baby’s intestines and other body parts, to be bartered over and sold. 

Before this, we have heard the lab techs on camera identifying the baby as a twin, at about 20-weeks gestation. In other words, a baby on the very verge of viability.

But no mother will gaze in raptures at those hands and those feet. Instead, Planned Parenthood will discuss how much they can “get” for each "specimen." And perhaps Cate Dyer will instruct her staff to cut off the hands or the feet before shipping the limbs to those too-tender-hearted lab techs who might “freak out” and “have a meltdown” at being forced to see too much of the truth.

But what does it say about us, and our politicians, that the videos with those pesky hands and feet are out there circulating, watched by millions, and yet we are not “freaking out” or having any meltdowns?

Instead, our politicians are dismissing the video as being "highly edited," as if David Daleiden of CMP is a CGI wizard who can conjure up dismembered limbs at will, and even though even Planned Parenthood has never denied the existence of those dismembered arms and legs, but has only implausibly denied that they are illegally "profiting" from the sale of the appendages - as if illegally profiting from the sale is somehow worse than the fact that they have dismembered the babies in the first place. 

If the dismembered hands and feet aren't enough to awaken our consciences, and to force our politicians to stop the massacre, what will be? I fear the answer to that question. 

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