Boys’ status in Icelandic school system sparks debate over gender roles

The discussion surrounding boys’ status in the school system resurfaces periodically, most recently prompted by a report from the Ministry of Education and Children’s Affairs. Scholars argue the discourse often reflects a gender binary, framing issues as boys versus girls.

Ingólfur Ásgeir Jóhannesson, an emeritus professor of education, believes the claim that boys are penalized for girls’ success lacks credibility. He states that the notion is rooted in a perspective suggesting that boys lose out when girls excel in educational settings. The increased enrollment of girls in university has coincided with a rise in overall male university attendance, although not at the same rate.

Ingólfur contends that blaming a lack of male role models oversimplifies the issue. In fact, the proportion of male teachers in primary schools has remained steady for decades. He emphasizes that male educators primarily enter the profession out of a genuine interest in teaching rather than seeking to be role models.

Laufey Axelsdóttir, a new PhD in gender studies, echoes this sentiment, highlighting that the conversation overlooks various social factors such as ethnicity, residence, and other socioeconomic variables that impact children’s experiences in schools. Her research shows disparities in literacy levels, with 47% of boys lacking basic reading skills compared to 32% of girls.

Laufey encourages attention to gendered power dynamics, pointing out that despite initiatives aimed at balancing gender roles, few men are found in fields like early childhood education. This perpetuates the perception that such roles are predominantly for women.

The historical context of the discussion is vital, as it highlights the ongoing changes in societal structures and the increasing visibility of women in public and educational sectors since the late 20th century. The report critiqued for its 17 million ISK cost has faced significant backlash, questioning the expertise of its authors within the academic community.