Text in case original source gets closed down:
Meanwhile, on the Girl Scouts own website on Education:
Female kindergarteners (83%) are somewhat more likely than their
male counterparts (79%) to exhibit the following positive social
behaviors: ease in joining others in play; ability to make and keep
friends; and positively interacting with peers. (ChildTrends.org, Child and Youth Indicators Databank: Kindergartners’ Social Interaction Skills, 2006)
- In 2005, female fourth- and eighth-graders both scored higher on average in reading than their male counterparts. (National Center for Education Statistics, The Nation’s Report Card: Reading 2005)
- A slightly higher percentage of females than males completed high school in 2005 (87% compared with 85%, respectively). In 2005, females were also more likely than males to have completed some college (62% compared with 52%, respectively) and to have received at least a bachelor’s degree (32% compared with 26%, respectively). (ChildTrends.org, Child and Youth Indicators Databank: Educational Attainment, 2006)
- In 2004, 9% of females ages 16 to 24 were high school dropouts, compared with 12% of males. Females comprise one-half of the population and make up 43% of the dropouts in this age group. (ChildTrends.org,Child and Youth Indicators Databank: High School Dropout Rates, 2006)
- In 2000, sex differences occurred in science course taking but not in mathematics.
More females than males completed courses in advanced biology, Advanced
Placement (AP) or International Baccalaureate (IB) biology, and
chemistry. Males completed physics and AP/IB physics courses at higher rates than females. (National Science Foundation, Science and Engineering Indicators, 2006)
In 2000, women earned more than half of the
degrees awarded in psychology (78%), biological/agricultural sciences
(59%), and social sciences (55%), and almost half (47%) in mathematics.
However, women received 21% of bachelors degrees awarded in
engineering, 27% in computer sciences, and 43% in physical sciences.
(National Science Foundation, Science and Engineering Indicators 2006)
- For girls ages 8-12, aspirations after high school are largely educational and professional: 93% for college education; 76% for a career; 67% for marriage; and, 63% for children. (The Girl Scout Research Institute,Teens Before Their Time (2000))
For girls ages 11-12, 73% reported improving the world around
them as their favorite activity (i.e., activities related to the
environment or helping others). (The Girl Scout Research Institute, The Ten Emerging Truths: New Directions for Girls 11-17 (2002))
Girls ages 11-17 participate in student government at markedly
increasing levels: 5% of girls ages 11-13; 12% of girls ages 13-15; and
20% of girls ages 16-17. (The Girl Scout Research Institute, The Ten Emerging Truths: New Directions for Girls 11-17 (2002))
- More young women aged 15 to 25 participate in the following activities than young men: raising money for charity (27% for women vs. 22% for men); regular volunteering for non-political groups (21% vs. 16%); active group membership (22% vs. 18%); membership in political groups (17% vs. 15%); and, participating in a run/walk/ride for charity (20% vs. 15%). (Center for Information and Research on Civic Learning and Engagement, The Civic and Political Health of a Nation, 2006)
- In the 2004 election, 55% of females ages 18-24 reported registering to vote, compared with 48% of males the same age. Similarly, 45% of females reported actually voting, compared with 39% of males. (ChildTrends.org, Child and Youth Indicators Databank: Youth Voting, 2006)
From 1990 to 2000, consistent young volunteers were more likely to be female (14 percent) than male (11 percent). They were also more likely to be from higher SES households. (National Center for Education Statistics, Volunteer Service by Young People from High School through Early Adulthood, 2003)
From 1990 to 2000, females (50%) were more likely than males (38%) to volunteer in high school,
but no differences were detected between the sexes two years out of
high school (38% for males and 39% for females). Male volunteering
declined further to 29% by the eighth year after scheduled high school
graduation; no change was detected in female volunteering (37%).
(National Center for Education Statistics, Volunteer Service by Young People from High School through Early Adulthood, 2003)
As of 2003, female college graduates were more likely than their
male counterparts to have volunteered in the past year (50% vs. 43%).
Among those who had volunteered, women were more likely than men to
have served in educational or religious institutions, while men were
more likely than women to have done other volunteer work with children
or to have participated in poverty or neighborhood improvement projects.
(National Center for Education Statistics, Where Are They Now? A Description of 1992–93 Bachelor’s Degree Recipients 10 Years Later, 2006)
- College students follow the national trend in volunteering, with females (33%) volunteering at a higher rate than males (26.8%). Both male and female college students were more likely to volunteer for an educational or youth services organization than any other type of organization: 33.6% of male college students, and 30.2% of female college students volunteered at an educational or youth services organization. With a little over 22% of both male and female college students, religious organizations remained the second most popular place for volunteering among both genders. (Corporation for National and Community Service, College Students Helping America, 2006)
A Norwegian documentary called The Gender Equality Paradox proves that this is not socially enforced but rather because the minds of boys and girls are different it is natural for girls and boys to have separate interests and abilities.
Female teachers have been shown to grade down boys, unless they act like the girls.