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Honor Code by Mind Map: Honor Code

1. The education system has become culturally cohesive

1.1. rewarding and encouraging a certain sort of person: one who is nurturing, collaborative, disciplined, neat, studious, industrious and ambitious. People who don’t fit this cultural ideal respond by disengaging and rebelling.

1.2. many of the people who don’t fit in are boys.

1.3. Since then, the evidence that boys are falling behind has mounted. The case is closed. The numbers for boys get worse and worse.

1.4. Some colleges are lowering the admissions requirements just so they can admit a decent number of men. Even so, men make up just over 40 percent of college students. Two million fewer men graduated from college over the past decade than women. The performance gap in graduate school is even higher.

1.5. If schools want to re-engage Henry, they can’t pretend they can turn him into a reflective Hamlet just by feeding him his meds and hoping he’ll sit quietly at story time. If schools want to educate a fiercely rambunctious girl, they can’t pretend they will successfully tame her by assigning some of those exquisitely sensitive Newbery award-winning novellas. Social engineering is just not that easy. Schools have to engage people as they are. That requires leaders who insist on more cultural diversity in school: not just teachers who celebrate cooperation, but other teachers who celebrate competition; not just teachers who honor environmental virtues, but teachers who honor military virtues; not just curriculums that teach how to share, but curriculums that teach how to win and how to lose; not just programs that work like friendship circles, but programs that work like boot camp.

2. By 12th grade, male reading test scores are far below female test scores.

2.1. Since then, the evidence that boys are falling behind has mounted. The case is closed. The numbers for boys get worse and worse.

2.2. 11th-grade boys are now writing at the same level as 8th-grade girls. Boys used to have an advantage in math and science, but that gap is nearly gone.

2.3. An article as far back as 2004 in the magazine Educational Leadership found that boys accounted for nearly three-quarters of the D’s and F’s.

2.4. Some colleges are lowering the admissions requirements just so they can admit a decent number of men. Even so, men make up just over 40 percent of college students. Two million fewer men graduated from college over the past decade than women. The performance gap in graduate school is even higher.

2.5. If schools want to re-engage Henry, they can’t pretend they can turn him into a reflective Hamlet just by feeding him his meds and hoping he’ll sit quietly at story time. If schools want to educate a fiercely rambunctious girl, they can’t pretend they will successfully tame her by assigning some of those exquisitely sensitive Newbery award-winning novellas. Social engineering is just not that easy. Schools have to engage people as they are. That requires leaders who insist on more cultural diversity in school: not just teachers who celebrate cooperation, but other teachers who celebrate competition; not just teachers who honor environmental virtues, but teachers who honor military virtues; not just curriculums that teach how to share, but curriculums that teach how to win and how to lose; not just programs that work like friendship circles, but programs that work like boot camp.

3. Boys are much more likely to have discipline problems.

3.1. The information age rewards people who mature early, who are verbally and socially sophisticated, who can control their impulses.

3.2. By about the third week of nursery school, Henry’s teacher would be sending notes home saying that Henry “had another hard day today.” He was disruptive during circle time. By midyear, there’d be sly little hints dropped that maybe Henry’s parents should think about medication for attention deficit hyperactivity disorder. Many of the other boys are on it, and they find school much easier.

3.3. During one, he’d jump off the top of the jungle gym, and, by the time he hit the ground, the supervising teachers would be all over him for breaking the safety rules. He’d get in a serious wrestling match with his buddy Falstaff, and, by the time he got him in a headlock, there’d be suspensions all around.

3.4. First, Henry would withdraw. He’d decide that the official school culture is for wimps and softies and he’d just disengage.

4. Some of the decline in male performance may be genetic.

4.1. 11th-grade boys are now writing at the same level as 8th-grade girls. Boys used to have an advantage in math and science, but that gap is nearly gone.

4.2. An article as far back as 2004 in the magazine Educational Leadership found that boys accounted for nearly three-quarters of the D’s and F’s.

4.3. The information age rewards people who mature early, who are verbally and socially sophisticated, who can control their impulses.

5. The basic problem is that schools praise diversity but have become culturally homogeneous.

5.1. The education world has become a distinct subculture, with a distinct ethos and attracting a distinct sort of employee. Students who don’t fit the ethos get left out.

5.2. Little Prince Hal has a lot going on inside. He’s not the unfeeling, uncommunicative, testosterone-driven cretin of common boy stereotype.

5.3. He’s just inspired by a different honor code. He doesn’t find much inspiration in school, but he should.

5.4. Some colleges are lowering the admissions requirements just so they can admit a decent number of men. Even so, men make up just over 40 percent of college students. Two million fewer men graduated from college over the past decade than women. The performance gap in graduate school is even higher.

5.5. If schools want to re-engage Henry, they can’t pretend they can turn him into a reflective Hamlet just by feeding him his meds and hoping he’ll sit quietly at story time. If schools want to educate a fiercely rambunctious girl, they can’t pretend they will successfully tame her by assigning some of those exquisitely sensitive Newbery award-winning novellas. Social engineering is just not that easy. Schools have to engage people as they are. That requires leaders who insist on more cultural diversity in school: not just teachers who celebrate cooperation, but other teachers who celebrate competition; not just teachers who honor environmental virtues, but teachers who honor military virtues; not just curriculums that teach how to share, but curriculums that teach how to win and how to lose; not just programs that work like friendship circles, but programs that work like boot camp.