Exam Results! Do Girls have an advantage over boys?

After the exams, it is now the season of results. There is jubilation is some houses and despair in others, some plans going ahead, on schedule and some interrupted.

Most newspapers highlight the success of girls over boys. Whether it is the state board exams, or the CBSE results, all gloat over how the girls have performed better than the boys. These are 15 years and 17 year old youngsters. Reading the headlines one would get the impression that girls are superior to boys, that they are working and studying harder than the boys of their age.

Does this advantage that the girls have continue in the future as well?

If one were to go by observation alone, it does not seem so. Give another five year and there does not seem to be so loaded in favour of the fairer sex.

It could it be that the girls mature earlier than boys, both physically and mentally. The boys have not really had their act together when they 15 or 17, it appears that the girls are better than them. However, the boys do catch up with the girls later, taking away the advantage that they seem to have at an younger age. This is not to take away the well-deserved credit of girls who are excelling in all subjects, be it psychology, economics, chemistry or biology.

Some educators opine that it is unfair to compare girls and boys in their teens as their rate of growth is not similar. In many aspects, most girls display far more stability in thought and behaviour than the boys. The adolescent boys are uncoordinated in mind and body. It seems rather unfair that they get compared at this age. The girls do find it easier at this age because of the advantage that mother nature has given them.

As we appreciate the girls for their performance which deserves kudos, let us not give the boys an inferiority complex and make them feel that they are not as smart or as intelligent. After a few years, they will catch up and compete on the level playing field.




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    My Lib REPLY Reply

    You may ask why this matters. Surely it’s irrelevant who does best, as long as we’re all still learning something. It matters because this way of thinking gets in the way of what ought to be our real educational goals. Instead of expanding knowledge and increasing engagement with the world, we reduce examinations to a means of measuring human worth and justifying inequality. We expect exam results to prove that privilege is deserved and when they fail to do so, we blame the questions.

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