From the piece:
Although there is no doubt that boys and girls have different interests which shape how they respond to different academic subjects, neuroscientists have had great difficulty identifying meaningful differences between boys' and girls' neural processing - even for learning to read, which has been the most studied to date. And although research shows that men and women - not boys and girls - tend towards different self-professed learning styles, there is no evidence that teaching specifically geared to such differences is actually beneficial. Eliot concludes: "Beyond the issue of scientific misrepresentation, the very logic of segregating children based on inherent anatomical or physiological traits runs counter to the purpose and principles of education. Instead of separating children in the name of 'hardwired' abilities and learning styles, schools should be doing the opposite: instilling in children the faith in their own malleability and promoting their self-efficacy as learners, regardless of gender, race, or other demographic characteristics."
The opinions expressed in Why Boys Fail are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.