Academic and Behavioral Problems of Boys in Elementary School

Abstract

The development of a boy's sex role begins shortly after birth when he is assigned certain colors due to his gender. By the time the boy is eighteen months old, adults are expecting clear sex differences in his behavior. Subtle and not so subtle pressure is put on the child to produce sex differences. The pressure is from a wide variety of sources such as type of toys purchased, clothing provided, decoration of his room, and his interactions with family members and other significant adults. Consequently the boy's preference for guns, wheeled toys, running, and aggressive play appears at or before age three. By the time the boy enters elementary school at age six, he has a strong notion of the masculine behaviors expected of him. Modification of sex roles to accommodate the expectations of the school is one of the more difficult tasks facing elementary school aged boys. As they enter school, boys are required to assume a second role, that of a student. However, the behaviors implicit in many boys' sex roles are oppositional to the behaviors required in the student role. The conflict results in the boy not successfully assuming the student role, and may result in the boy being identified as having an academic and/or behavioral problem. Considerable research indicates that a large percentage of boys are experiencing difficulties in the schools. The present article will explore the reasons boys are involved in such frequent problems in school, and will make recommendations for persons working with elementary school aged boys.