Boys’ status in education system reignites debate in Iceland

The debate surrounding boys’ status in the education system has resurged, recently fueled by a report from the Ministry of Education and the Ministry of Children and Equality. Professor Emeritus Ingólfur Ásgeir Jóhannesson argues that the narrative suggesting boys are at a disadvantage due to girls receiving more attention is misleading.

Ingólfur states he has observed this discussion for over three decades, noting a persistent focus on the gender binary of boys versus girls. He dismisses the notion that boys are suffering due to the success of girls in the schooling system, contending that it overlooks the broader context. He points out that while more girls are enrolling in higher education, the male demographic has not expanded as rapidly.

Furthermore, he emphasizes that reducing the issue to a lack of male role models in schools is overly simplistic. He believes it’s more critical to support teachers and young women entering the profession rather than solely pondering the absence of male figures. Ingólfur asserts that role models can be drawn from all genders and there is no singular male prototype that can be implemented into the education system.

Dr. Laufey Axelsdóttir, a new Ph.D. graduate in gender studies, echoes Ingólfur’s sentiments. She highlights that the discourse often reflects feminist influences, suggesting boys are overlooked compared to girls, particularly due to a shortage of male teachers. She stresses the need to factor in various social determinants such as background and location when addressing children’s positions in the education system.

According to government reports, 47% of boys lack basic reading comprehension skills, a concerning statistic in comparison to the 32% of girls. However, experts agree that contributors to educational challenges are complex, warranting a nuanced discussion that encompasses social dynamics and institutional roles.