Gleichstellungspolitik muss Frauen und Männer berücksichtigen

[BMFSFJ InternetredaktionPressemitteilung
Nr. 233/2007
Veröffentlicht am 26.09.2007
Thema: Gleichstellung

Staatssekretär Dr. Hermann Kues: "Gleichstellungspolitik muss Frauen und Männer berücksichtigen"Bundesministerium legt Broschüre Neue Wege - Porträts von Männern im Aufbruch vor "Gleichstellungspolitik gelingt nur, wenn sie sowohl Frauen als auch Männer einbezieht", erklärt der Parlamentarische Staatssekretär im Bundesministerium für Familie, Senioren, Frauen und Jugend, Dr. Hermann Kues, heute bei der Vorstellung der neuen Broschüre Neue Wege - Porträts von Männern im Aufbruch: "Heute brechen die traditionellen Geschlechterrollen immer mehr auf. Die Lebensentwürfe von Frauen werden vielfältiger, gleichzeitig suchen viele junge Männer nach Rollenvorbildern. In den vergangenen Jahrzehnten hatte die Gleichstellungspolitik vor allem die Frauen im Blick. Jetzt wollen wir beide Geschlechter berücksichtigen. Mit der neuen Broschüre präsentieren wir Lebensläufe von Männern jenseits von Rollenstereotypen und machen jungen Männern Mut, ihren eigenen Weg zu gehen - in Beruf und Familie."


Die Broschüre Neue Wege - Porträts von Männern im Aufbruch bietet sieben persönliche Porträts, vom überzeugten Hausmann türkischer Herkunft über den Topmanager und allein erziehenden Vater bis zum politisch und sozial hoch engagierten Kirchenvertreter. Außerdem enthält sie Informationen zu Themen wie Väter und Elternzeit, Alleinerziehende oder Väternetzwerke. Wie sehr jungen Männern positive Vorbilder zur Orientierung fehlen, zeigt eine Studie über die Rollenbilder und Einstellungen zur Gleichstellung bei 20jährigen Frauen und Männern, die im Auftrag des Bundesfamilienministeriums im Februar 2007 vorgelegt wurde. Danach haben die heute 20jährigen die Erfahrung gemacht, dass der Vater der Haupternährer ist und die Mutter meist zu Hause bleibt. Gleichstellungspolitik wird von der jungen Generation überwiegend als Reparatur- und Subventionspolitik für Frauen wahrgenommen, nicht als Politik für beide Geschlechter. In ihrer Wahrnehmung werden Männer von der Gleichstellungspolitik nicht berücksichtigt. Das Bundesministerium für Familie, Senioren, Frauen und Jugend verfolgt den Ansatz, beide Geschlechter in die Gleichstellungspolitik einzubeziehen.

Die Broschüre kann unter der folgenden Adresse bestellt werden:Publikationsversand der Bundesregierung
Postfach 48 10 0918132
RostockTelefon: 01888 80 80 800
Email:
publikationen@bundesregierung.de
Anlagen:[PDF] Neue Wege - Porträts von Männern im Aufbruch - aktive PDF-Datei (781,2 KB)

Bundesministerium für Familie, Senioren, Frauen und JugendE-mail:
info@bmfsfjservice.bund.deInternet: http://www.bmfsfj.de

School friends key to success

[www.sciencealert.com.au, Sunday, 19 August 2007]


Massey University


Boys say having friends at school and having a lot of physical activity are very important for their happiness and success.

These were priorities for most of the more than 350 secondary schoolboys interviewed by University researcher Michael Irwin in a study of what boys believe enhances and inhibits academic success.

Auckland-based Mr Irwin, from the College of Education, initiated New Zealand’s first national conferences on the under-achievement of boys and has been at the forefront of research exploring the reasons why boys lag behind girls at school and feature in many of the negative statistics relating to accidents, learning difficulties, and educational achievement.

Asking boys themselves what makes school a good place for them to be is, he says, an important part of providing successful education for them.
He found that having a group of friends, supporting them socially and assisting and motivating them educationally, was a huge factor in boys’ lives.
“Almost without exception the boys I interviewed said being with their mates at school was very important to them. I have found that throughout their schooling these close groups of, say three to five boys, are very important to each boy individually in significant ways. They develop their own identity through these groupings, they share ideas, they will often discuss learning issues in these groups and it is often these ties that have a very positive influence in keeping them at school.”

Physical exercise was also a high priority and Mr Irwin says schools need to look seriously at how they meet this need.

“Schools need to provide much more opportunity than they currently do for boys to be physically active. We know from existing research that physical activity and sport brings many benefits from bonding to stress release, mental stimulation and providing an outlet for competitive spirits.”

He also found boys wanted learning to be challenging and for school to be fun.
“They don’t want learning to be too hard or too easy. They want to be challenged and they feel the best way of meeting those challenges is to work together in groups with a problem-solving, hands-on approach.

“Most showed a high dislike of what they felt to be too much copying and writing things down at school.

“Almost all wanted to have fun, to have a laugh and for their environment to be one that they enjoy. This is the same thing that motivation researchers are also telling us.

“Schools need to take note of what matters most for boys at school – the importance of mates, the need for physical activity and for challenge in learning and the desire for school to be fun.”

Mr Irwin’s research highlighted some common attributes boys expected of their teachers. They wanted their teachers to focus on learning not content, to use humour, to collaborate and listen, to explain, to set clear expectations, to help them individually, to give specific feedback, to use activity based learning and co-operative learning, to be fair in managing behaviour.

Jungs bei Bildung benachteiligt

Ministerium will getrenntgeschlechtlichen Unterricht zulassen [maerkischeallgemeine.de, 22-9-2007]

POTSDAM In Brandenburg soll künftig getrennter Unterricht von Jungen und Mädchen möglich sein. In bestimmten Fächern könnten die Geschlechter zeitweise auch separat lernen, so der Sprecher des Bildungsministeriums, Stephan Breiding. Hintergrund ist ein aktueller Bericht des Ministeriums, der belegt, dass Jungen an Brandenburgs Schulen im Schnitt schlechter abschneiden als Mädchen. Knapp 63 Prozent der Sitzenbleiber im Land sind Jungen. Auch der Großteil der Schulabbrecher ist männlich. Demgegenüber schaffen nur 42 Prozent der Jungen das Abitur, so wenig wie in kaum einem anderen Bundesland. Möglicherweise sei ein Mangel an männlichen Lehrkräften ein Grund für die Probleme. Außerdem würden Interessen männlicher Schüler bei der Wissensvermittlung nicht genügend berücksichtigt, heißt es im Bericht.

"Jungen werden im Schulsystem benachteiligt", so der bildungspolitische Sprecher der CDU-Landtagsfraktion, Ingo Senftleben. Es sei dringend nötig, für mehr Chancengleichheit zu sorgen. Das Ministerium verspricht sich dabei vor allem in den Naturwissenschaften Erfolge vom geteilten Unterricht. Das Land halte aber an seinem Grundsatz fest, keine monoedukativen Schulen zuzulassen, so Breiding. Auch die Bildungsexpertin der Linksfraktion, Gerrit Große, betont, dass Teilungsunterricht in bestimmten Phasen sinnvoll sei, Jungen und Mädchen in den Schulen aber den Umgang miteinander lernen müssten. Das Ministerium will künftig auch bei der Auswahl von Unterrichtslektüre sowie der Lehrerfortbildung stärker Rücksicht auf geschlechtsspezifische Interessen nehmen und mehr Männer für den Lehrerberuf werben. Denn lediglich 22 Prozent der Pädagogen sind männlich, in den Grundschulen sind es nur sieben Prozent. "Den Jungen fehlen Vorbilder", so Peter Moser vom Potsdamer Verein "Manne", der sich für Bildung von Jungen einsetzt.

Pädagoginnen seien gerade mit Jungen in der Pubertät oft überfordert. Eine Änderung der Verhältnisse ist nicht in Sicht. Zwar hat sich die Zahl der männlichen Lehramtsstudenten im Land seit dem Jahr 2000 verdoppelt, doch brechen viele Männer das Studium wieder ab. mak


http://www.maerkischeallgemeine.de/cms/beitrag/11026270/62249/

PARITY promotes London conference

(http://www.parity-uk.org/, 1st August 2007) On the 23 April this year, St George's Day, PARITY held a conference at the Royal Society of Medicine to address the problem of boys' persisting under-achievement at school and in academic life. This was funded largely by a grant from the National Lottery under the Awards for All scheme.

Many boys are failing at school. In average terms, they are increasingly lagging behind girls in all academic subjects. Fewer boys than girls are now actually taking A-levels and going on to university (only 43% of the total), and there is a shortage of applications for the basic sciences, with a resulting crisis in industry, academia and teaching in Britain today. The Government has taken little effective action so far. The problem includes a severe shortage of men in primary school teaching, and a lack of male role-models for many boys at home and throughout their young lives. In fact, boys’ nurture is being neglected from the word go.

The one-day conference, attended by teachers, parents, educational professionals, and others, considered the issues involved and the possible causes of why so many boys fail, and possible remedies.

Speakers at the conference included The Rt Revd Dr Michael Nazir-Ali, Bishop of Rochester, Professor Ann Buchanan (Director of the Centre for Research into Parenting and Children, Oxford), Dr Christine Merrill and Professor Bruce Carrington (Durham and Glasgow universities), Lynette Burrows (mother and champion of the family), Alan Norgrove (junior school head), Dr Patrick Roach (Asst General Secretary of the NASUWT), Gary Wilson (education consultant), and Dr Chris Ford (‘Excellence in Cities’ Zone Director).

Shaun Bailey (youth worker) and Richard O’Neill (facilitator) also contributed.

During the lunch break, attendees were treated to a mix of light music played by the Brunellesche String Quartet – a group of young students from the Trinity College of Music, London.

A resume of the conference discussion is planned to be available on this website in the autumn.

www.parity-uk.org

University should be a cool idea for boys

(Asian News, 5/ 9/2007)

MORE boys should feel they can go on to study at university.

This is the view of Rochdale youth MP Usman Nawaz, following a report which revealed boys are turning their backs on higher education.

A survey by the Sutton Trust, which provides educational programmes for bright pupils with less privileged backgrounds, showed that boys believe that it is who you know and not what you know that is more likely to bring success.

The survey of 2,400 youngsters aged 11 to 16 also found that 76 per cent of girls were more likely to go on to higher education, compared to only 67 per cent of boys.

In 2005/2006 there were 1,565 first-year female further education students from Rochdale and 1,025 males.

Seventeen-year-old Usman, who is studying for A levels at Bury College, aims to read law and become a barrister.

The former Springhill High School student said: "If such a large proportion of young people feels that university isn’t for them then that is a problem that needs to be addressed.

"There is vocational education and training but there is always a need for academics."

Rochdale education boss Terry Piggott recently said that more work needs to be done in schools to show boys that it is ‘cool’ to read and write.

This followed the release of this year’s key stage two and key stage three results for 11 and 14-year-olds in maths, English and science, in which the girls outshone the boys.

Head of Rochdale Council’s schools service Sue Brown said: "We are always looking for new ways to raise the attainment of both boys and girls in our schools.

"We have already seen a significant increase in the number of young people achieving good grades at GCSE, but there’s still a long way to go and we are not complacent."

Cabinet member for education, Councillor Irene Davidson, said: "Young people need to realise the better educated you are, the more options you will have – and the more doors will open for you."

Council leader Alan Taylor said: "Success is not about where you come from – it’s about where you choose to go and what you choose to do with your life. We all have our part to play – the youngsters themselves, their parents, their teachers and the council."

Boys' Education as a Civil Rights Issue

(www.menshealthnetwork.org, April, 02, 2007)

A powerful op-ed from Phillip Jackson, Executive Director of the Black Star Project, does an excellent job of explaining why changing the education culture for African-American boys is vitally important to reversing some of the disturbing social trends that affect the African-American community and particularly African-American men. From the article:

"Most young black men in the United States don’t graduate from high school. Only 35% of black male students graduated from high school in Chicago and only 26% in New York City, according to a 2006 report by The Schott Foundation for Public Education. Only a few black boys who finish high school actually attend college, and of those few black boys who enter college, nationally, only 22% of them finish college. Young black male students have the worst grades, the lowest test scores, and the highest dropout rates of all students in the country. When these young black men don’t succeed in school, they are much more likely to succeed in the nation’s criminal justice and penitentiary system. And it was discovered recently that even when a young black man graduates from a U.S. college, there is a good chance that he is from Africa, the Caribbean or Europe, and not the United States."

And Mr. Jackson is correct to focus his attention on boys, as the gap between black males and females in academic achievement is severe. Nearly two African-American women graduate from college for every one African-American man. Many of Mr. Jackson’s solutions, both long and short-term, fit in with the recommendations of Boys and Schools, especially his concentration on improving education (with a concentration on literacy skills), the importance of fathers and role models, and creating a positive and motivating culture of high expectations when it comes to education.

The consequences of ignoring this problem is the creation of a generation of under-educated and under-achieving boys, shut out from society’s benefits and success and contributing to a permanent class of the dissatisfied and disappointed. Not only is this a vital issue for the African-American community, but it is also crucial to the strength and success of our nation as a whole. This is why changing the way that we approach the education of boys is one of the most important civil rights issues we face today.