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Is there a deliberate Feminist strategy to scapegoat
men in relation to the issue of sex abuse, in order to further the female
domination of education, and hence of society as a whole?
In New Zealand, at least, there has been some publicity about the phenomenon
of men school teachers and complaints -- see items 5-9 in the Bibliography
below. One estimate is that every man school teacher in New Zealand
could expect to have no less than three complaints made against him
per year - mainly over sexual misconduct and sexual harassment, etc.
Much the same thing has occurred in Australia, and men school teachers
have to constantly be looking over their shoulder for silly and unfounded
complaints that are usually about some little feminist not getting the
marks she feels entitled to, and who is then pushed by mum to complain
as a means of getting better marks. In at least one Australian
high school, any discussions between a girl and a male teacher are held
in a glass room in the middle of the playground, so that everybody can
see what goes on.
Consequently, very few graduate men go into school teaching now --
nobody would put his head in that noose -- and the result is that --
you guessed it -- all those feminist indoctrinated little girls from
university with their cheap and easy credits from Women's Studies are
now running the show.
Some teacher unions indoctrinate female teachers with Feminist propaganda,
e.g. by sending them a special newletter which is only for female teachers
-- see Bibliography items 1-4, below. In this way, many female
teachers may end up believing Feminist propaganda, because they have
no access to alternative information on the relevant topics. If
they end up believing Feminist propaganda, then they are Feminists,
and it doesn't matter if they are generally thought of as Feminists
or not.
Fergusson et al. (1991a) gives the following as the reason for boys'
comparatively low educational achievement in schools:
... the higher rate of educational under-achievement in males
was adequately explained by gender related differences in classroom
behaviours with males being more prone to disruptive and inattentive
classroom behaviours that appeared to impede male learning and lead
to a male educational disadvantage.
That may or may not be a correct conclusion for the authors to have
drawn. If so, there remains the question of why males are "more
prone to disruptive and inattentive classroom behaviours."
The answer to that question may lie in Fergusson et al. (1991b), which
finds that
... in the areas of reading and written expression teachers showed
consistent tendencies to evaluate the performance of girls more favourably
than the (sic) boys even after adjustment for gender differences in
objective test scores were made.
This introduces the possibility that most teachers are anti-male, which
is a fact that former teachers like ourselves can testify to.
It is possible that, with most teachers being female, and even most
of the male teachers being feminist, some of the boys pick up on the
anti-male atmosphere and are turned off.
It is interesting that the same classroom behaviour by boys which Fergusson
et al. (1991a) describes as impeding male learning
has often been described by feminists as hogging teachers' attention
and impeding female learning!
Feminist teachers have, firmly implanted in their brains, the notion
that females are disadvantaged, and this has the following results:
- They interpret, as much as possible, every difference between boys
and girls as a disadvantage suffered by girls;
- They interpret, as much as possible, any attempt to help boys as an
attempt to divert effort away from helping girls;
- They actively intervene to bias systems and processes in a way that
advantages girls;
- They are unable to conceive of bias against boys as being possible,
or -- if possible -- as being a bad thing;
- They are biased against boys in their teaching and assessment;
- They turn some boys off the educational process, resulting in poor
academic performance.
Students who make false accusations against male
teachers, or who behave provocatively towards them should be disciplined,
and other measures should be undertaken to make schools a safe and attractive
working environment for male teachers -- both for the benefit of the
teachers concerned and for the benefit of the male students.
Bibliography
- The Gen: "Putting Exams to the Test," The Gender Equity
Network, Dept of Employment, Education and Training, June 1993.
- Neo: PPTA Women's network newsletter,
"A New Council is Born" (i.e. PPTA Women's Advisory Council),
May 1999, Vol.1, No.5.
- Neo: PPTA Women's network newsletter: "PPTA Women in the News"
April 1999, Vol.1 No. 4.
- Neo: "May day status of women report" and "The Female
Eunuch - 30 Years On" , May 2001, Vol. 3, No. 2.
- Roger, Warwick (2000): "Man Alone", "North & South",
June 2000.
- The Education Weekly: "Growing gender gap in primary school
teaching," Monday, 15th September 1997, Vol. 8, No. 311.
- The Education Weekly: "Discrimination against men in teaching:
report," Monday, 3rd February 1997, Vol. 8, No. 284.
- Evening Post: "Former male teacher praises support group,"
25 June 1998.
- Nichols, Lane (2006), "Failed cases lead to fresh warning on
male teachers," Wellington, New Zealand, Dominion Post, 18 July
2006.
- Fergusson, D.M., and L.J. Horwood (1991a): "Gender differences
in educational achievement in a New Zealand birth cohort," New
Zealand Journal of Educational Studies, 1997; 32(1): 83-96. MS available
from dferg@chmeds.ac.nz
- Fergusson, D.M., M. LLoyd, and L.J. Horwood (1991b): "Teacher
Evaluations of the Performance of Boys and Girls," New Zealand
Journal of Educational Studies Vol. 26, No.2.
- Zohrab, Peter: "Sex, Lies & Feminism",
Chapter 8: The Education Lies.
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