Societys Mold on Men
Society has placed a mold on the role that men are supposed to play, what men are supposed to do, and how they are supposed to act in their culture. Throughout “Why Johnny Won’t Read”, “Mind over Muscle”, “Putting Down the Gun”, and “Boy Problems”, the authors share the different difficulties that young boys and young men face on a daily basis. Overall, the central issue affecting young boys and young men is that the education system is focused increasingly more towards the succession of women.
In “Why Johnny Won’t Read”, Mark Bauerlein and Sandra Stotsky state that the literature assigned for students does not “reflect the dispositions of male students” (Bauerlein & Stotsky 409). Bauerlein and Stotsky claim that “publishers seem to be more interested in avoiding “Masculine” perspectives or “stereotypes” than in getting boys to like what they are assigned to read” (Bauerlein & Stotsky 409). This shows that people are more interested in what is popular rather than what is going to help the young men succeed. Boys are interested in action and adventure, but in return stories about “brave women abound” (Bauerlein & Stotsky 409). Boys are going to read more if they are interested in the topic. Publishers need to write pieces that appeal to boys, but at the same time can help them prosper.
In “Mind over Muscle”, David Brooks supports the claim that education has been over feminized. Brooks tells that this world used to be a man’s world until the information age came along, in which education is the “gateway to success. And that means this is turning into a woman’s world, because women are better students than men” (Brooks 410). Brooks asks several questions trying to figure out ways for boys to succeed. He suggests that we need to take a look at the “innate differences between sexes” (Brooks 411). Brooks tells that the problem with females outdoing males could very well be from society but he also suggest that it could be from the basic differences between males
In “Why Johnny Won’t Read”, Mark Bauerlein and Sandra Stotsky state that the literature assigned for students does not “reflect the dispositions of male students” (Bauerlein & Stotsky 409). Bauerlein and Stotsky claim that “publishers seem to be more interested in avoiding “Masculine” perspectives or “stereotypes” than in getting boys to like what they are assigned to read” (Bauerlein & Stotsky 409). This shows that people are more interested in what is popular rather than what is going to help the young men succeed. Boys are interested in action and adventure, but in return stories about “brave women abound” (Bauerlein & Stotsky 409). Boys are going to read more if they are interested in the topic. Publishers need to write pieces that appeal to boys, but at the same time can help them prosper.
In “Mind over Muscle”, David Brooks supports the claim that education has been over feminized. Brooks tells that this world used to be a man’s world until the information age came along, in which education is the “gateway to success. And that means this is turning into a woman’s world, because women are better students than men” (Brooks 410). Brooks asks several questions trying to figure out ways for boys to succeed. He suggests that we need to take a look at the “innate differences between sexes” (Brooks 411). Brooks tells that the problem with females outdoing males could very well be from society but he also suggest that it could be from the basic differences between males