Boy crisis? Chinese secondary school teachers’ perspectives on boys in education

Abstract

Boys’ underachievement in school and the concern that they are falling behind girls academically have drawn worldwide concern in recent decades. Similar debates emerged in China around 2010 under the name ‘Boy Crisis’. Although it has drawn much media attention, there is a paucity of literature on teachers’ perceptions of the idea. This study addresses that gap by examining Chinese secondary school teachers’ views on boys’ academic performance, behavior, and broader gender roles, and how they respond to gender-related issues in education. Eight senior high school teachers in Beijing were interviewed using semi-structured interviews lasting around 40 minutes, and data were analysed thematically using a feminist lens to interpret underlying gender norms. The teachers generally did not perceive an overall ‘crisis’ among boys at the senior high school level, though they perceived there to be gendered patterns. Many participants emphasised individual student differences over gender, yet some unknowingly reinforced traditional gender expectations. Drawing on feminist theories of gender, the analysis reveals a tension between enduring gender norms and teachers’ efforts to treat students equally. It suggests directions for teacher training and curriculum development in relation to gender awareness in education.