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So I'm here to tell you

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that we have a problem with boys,

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and it's a serious problem with boys.

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Their culture isn't working in schools,

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and I'm going to share with you

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ways that we can think about overcoming that problem.

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First, I want to start by saying, this is a boy,

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and this is a girl,

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and this is probably stereotypically

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what you think of as a boy and a girl.

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If I essentialize gender for you today,

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then you can dismiss what I have to say.

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So I'm not going to do that. I'm not interested in doing that.

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This is a different kind of boy and a different kind of girl.

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So the point here is that not all boys

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exist within these rigid boundaries

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of what we think of as boys and girls,

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and not all girls exist within those rigid boundaries

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of what we think of as girls.

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But, in fact, most boys tend to be a certain way,

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and most girls tend to be a certain way.

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And the point is that, for boys,

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the way that they exist and the culture that they embrace

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isn't working well in schools now.

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How do we know that?

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The Hundred Girls Project

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tells us some really nice statistics.

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For example, for every 100 girls that are suspended from school,

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there are 250 boys that are suspended from school.

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For every 100 girls who are expelled from school,

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there are 335 boys who are expelled from school.

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For every 100 girls in special education,

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there are 217 boys.

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For every 100 girls with a learning disability,

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there are 276 boys.

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For every 100 girls

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with an emotional disturbance diagnosed,

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we have 324 boys.

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And by the way, all of these numbers are significantly higher

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if you happen to be black,

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if you happen to be poor,

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if you happen to exist in an overcrowded school.

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And if you are a boy,

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you're four times as likely

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to be diagnosed with ADHD --

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Attention Deficit Hyperactivity Disorder.

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Now there is another side to this.

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And it is important that we recognize

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that women still need help in school,

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that salaries are still significantly lower,

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even when controlled for job types,

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and that girls have continued to struggle

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in math and science for years.

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That's all true.

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Nothing about that prevents us

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from paying attention to the literacy needs

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of our boys between ages three and 13.

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And so we should.

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In fact, what we ought to do is take a page from their playbook,

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because the initiatives and programs

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that have been set in place

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for women in science and engineering and mathematics

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are fantastic.

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They've done a lot of good

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for girls in these situations,

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and we ought to be thinking about

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how we can make that happen for boys too

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in their younger years.

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Even in their older years,

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what we find is that there's still a problem.

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When we look at the universities,

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60 percent of baccalaureate degrees are going to women now,

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which is a significant shift.

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And in fact, university administrators

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are a little uncomfortable about the idea

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that we may be getting close to 70 percent

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female population in universities.

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This makes university administrators very nervous,

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because girls don't want to go to schools that don't have boys.

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And so we're starting to see the establishment

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of men centers and men studies

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to think about how do we engage men

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in their experiences in the university.

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If you talk to faculty, they may say,

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"Ugh. Yeah, well, they're playing video games,

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and they're gambling online all night long,

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and they're playing World of Warcraft,

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and that's affecting

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their academic achievement."

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Guess what?

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Video games are not the cause.

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Video games are a symptom.

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They were turned off a long time

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before they got here.

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So let's talk about why they got turned off

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when they were between the ages of three and 13.

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There are three reasons that I believe

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that boys are out of sync

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with the culture of schools today.

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The first is zero tolerance.

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A kindergarten teacher I know,

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her son donated all of his toys to her,

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and when he did, she had to go through

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and pull out all the little plastic guns.

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You can't have plastic knives and swords and axes

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and all that kind of thing

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in a kindergarten classroom.

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What is it that we're afraid that this young man is going to do with this gun?

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I mean, really.

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But here he stands as testament

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to the fact that you can't roughhouse on the playground today.

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Now I'm not advocating for bullies.

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I'm not suggesting

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that we need to be allowing guns and knives into school.

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But when we say

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that an Eagle Scout in a high school classroom

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who has a locked parked car in the parking lot

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and a penknife in it

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has to be suspended from school,

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I think we may have gone a little too far with zero tolerance.

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Another way that zero tolerance lives itself out is in the writing of boys.

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In a lot of classrooms today

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you're not allowed to write about anything that's violent.

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You're not allowed to write about anything

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that has to do with video games -- these topics are banned.

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Boy comes home from school, and he says,

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"I hate writing."

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"Why do you hate writing, son? What's wrong with writing?"

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"Now I have to write what she tells me to write."

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"Okay, what is she telling you to write?"

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"Poems. I have to write poems.

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And little moments in my life.

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I don't want to write that stuff."

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"All right. Well, what do you want to write? What do you want to write about?"

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"I want to write about video games. I want to write about leveling-up.

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I want to write about this really interesting world.

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I want to write about a tornado that comes into our house

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and blows all the windows out

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and ruins all the furniture and kills everybody."

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"All right. Okay."

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You tell a teacher that,

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and they'll ask you, in all seriousness,

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"Should we send this child to the psychologist?"

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And the answer is no, he's just a boy.

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He's just a little boy.

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It's not okay to write these kinds of things

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in classrooms today.

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So that's the first reason:

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zero tolerance policies and the way they're lived out.

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The next reason that boys' cultures are out of sync with school cultures:

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there are fewer male teachers.

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Anybody who's over 15 doesn't know what this means,

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because in the last 10 years,

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the number of elementary school classroom teachers

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has been cut in half.

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We went from 14 percent

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to seven percent.

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That means that 93 percent of the teachers

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that our young men get in elementary classrooms

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are women.

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Now what's the problem with this?

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Women are great. Yep, absolutely.

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But male role models for boys

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that say it's all right to be smart --

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they've got dads, they've got pastors,

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they've got Cub Scout leaders,

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but ultimately, six hours a day, five days a week

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they're spending in a classroom,

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and most of those classrooms

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are not places where men exist.

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And so they say, I guess this really isn't a place for boys.

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This is a place for girls.

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And I'm not very good at this,

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so I guess I'd better

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go play video games or get into sports, or something like that,

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because I obviously don't belong here.

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Men don't belong here, that's pretty obvious.

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So that may be a very direct way

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that we see it happen.

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But less directly,

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the lack of male presence in the culture --

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you've got a teachers' lounge,

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and they're having a conversation

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about Joey and Johnny who beat each other up on the playground.

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"What are we going to do with these boys?"

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The answer to that question changes depending on who's sitting around that table.

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Are there men around that table?

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Are there moms who've raised boys around that table?

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You'll see, the conversation changes

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depending upon who's sitting around the table.

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Third reason that boys are out of sync with school today:

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kindergarten is the old second grade, folks.

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We have a serious compression of the curriculum happening out there.

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When you're three, you better be able to write your name legibly,

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or else we'll consider it a developmental delay.

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By the time you're in first grade,

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you should be able to read paragraphs of text

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with maybe a picture, maybe not,

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in a book of maybe 25 to 30 pages.

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If you don't, we're probably going to be putting you

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into a Title 1 special reading program.

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And if you ask Title 1 teachers, they'll tell you

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they've got about four or five boys for every girl that's in their program,

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in the elementary grades.

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The reason that this is a problem

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is because the message that boys are getting

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is "you need to do

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what the teacher asks you to do all the time."

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The teacher's salary depends

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on "No Child Left Behind" and "Race to the Top"

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and accountability and testing

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and all of this.

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So she has to figure out a way

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to get all these boys through this curriculum --

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and girls.

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This compressed curriculum is bad

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for all active kids.

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And what happens is,

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she says, "Please, sit down,

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be quiet, do what you're told, follow the rules,

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manage your time, focus,

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be a girl."

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That's what she tells them.

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Indirectly, that's what she tells them.

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And so this is a very serious problem. Where is it coming from?

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It's coming from us.

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(Laughter)

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We want our babies to read when they are six months old.

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Have you seen the ads?

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We want to live in Lake Wobegon

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where every child is above average,

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but what this does to our children is really not healthy.

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It's not developmentally appropriate,

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and it's particularly bad for boys.

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So what do we do?

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We need to meet them where they are.

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We need to put ourselves into boy culture.

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We need to change the mindset

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of acceptance in boys in elementary schools.

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More specifically, we can do some very specific things.

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We can design better games.

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Most of the educational games that are out there today

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are really flashcards.

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They're glorified drill and practice.

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They don't have the depth, the rich narrative

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that really engaging video games have,

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that the boys are really interested in.

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So we need to design better games.

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We need to talk to teachers and parents

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and school board members and politicians.

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We need to make sure that people see that we need more men in the classroom.

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We need to look carefully at our zero tolerance policies.

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Do they make sense?

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We need to think about

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how to uncompress this curriculum if we can,

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trying to bring boys back into a space

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that is comfortable for them.

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All of those conversations need to be happening.

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There are some great examples out there

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of schools --

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the New York Times just talked about a school recently.

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A game designer from the New School

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put together a wonderful video gaming school.

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But it only treats a few kids,

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and so this isn't very scalable.

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We have to change the culture and the feelings

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that politicians and school board members and parents have

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about the way we accept and what we accept

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in our schools today.

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We need to find more money for game design.

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Because good games, really good games, cost money,

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and World of Warcraft has quite a budget.

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Most of the educational games do not.

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Where we started:

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my colleagues -- Mike Petner, Shawn Vashaw, myself --

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we started by trying to look at the teachers' attitudes

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and find out how do they really feel about gaming,

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what do they say about it.

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And we discovered

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that they talk about the kids in their school,

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who talk about gaming,

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in pretty demeaning ways.

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They say, "Oh, yeah. They're always talking about that stuff.

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They're talking about their little action figures

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and their little achievements or merit badges,

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or whatever it is that they get.

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And they're always talking about this stuff."

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And they say these things as if it's okay.

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But if it were your culture,

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think of how that might feel.

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It's very uncomfortable to be on the receiving end

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of that kind of language.

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They're nervous about anything

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that has anything to do with violence

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because of the zero tolerance policies.

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They are sure that parents and administrators will never accept anything.

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So we really need to think about looking at teacher attitudes

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and finding ways to change the attitudes

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so that teachers are much more open

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and accepting of boy cultures in their classrooms.

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Because, ultimately, if we don't,

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then we're going to have boys who leave elementary school saying,

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"Well I guess that was just a place for girls.

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It wasn't for me.

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So I've got to do gaming, or I've got to do sports."

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If we change these things, if we pay attention to these things,

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and we re-engage boys in their learning,

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they will leave the elementary schools saying, "I'm smart."

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Thank you.

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(Applause)