On several occasions (including my previous post), I stated support for both nurture and nature in determining who we are and always have on a number of issues besides gender (e.g. introversion is determined at birth, but there's ultimately flexibility in how a particular individual turns out). I put more emphasis on the "nature" argument because it needs more attention - nurture is already more widely taught to us in society as important while the former is regarded as borderline insignificant. This belief is based on political correctness, a desire to believe one is fully in control of self, and old information that doesn't take into account any of the advances of the last 10-20 years in the study of the brain and neurology.
Oops.
I guess I didn't notice it when it was surrounded by so much pushing of the biological perspective, or maybe I subconsciously dismissed it as lip service. I'm not sure.
It's funny you say that it needs more attention, because I think that outside of perhaps academia, the biological explanation is the dominant way people view differences between boys and girls. They aren't generally viewed as cultural at all, and I think the effect of culture gets short thrift. Even on GAF, there is a very vocal "biology is everything" contingent, so I don't know that you need to be more hardline than you actually are in the service of creating balance.
In early childhood, the historically recent development of classes focused heavily on reading and writing have led to boys to lapse behind and struggle due to the areas of the brain being less developed -- a 5-year old shows development of a 3-year old girl in areas of the brain involving reading and writing and the in-classroom results bear this out. The observed result has sometimes led to repeat instances of negative reinforcement: school is too hard, I'm always being punished, the teacher thinks I'm stupid, my parents are mad at me, they put me in the dumb group, I hate being here, etc.
There are a few things here that bother me. The first is that you are talking about five year olds; should we not be talking about six and seven year olds? The second is that you are taking differences in brain development at that age and appear to attributing them to inherent differences in the way that boys' brains develop. Perhaps there is some evidence that these differences will occur in aggregate even in the absence of the disparate treatment that I suspect exacerbates whatever baseline differences might exist, but it sounds like you're giving short thrift to the possibility that these observed differences might simply be the product of disparate treatment and not its cause.
I realize that you have pointed out numerous times the observed differences between male and female children and male and female adults and some of the continuities between these differences. But the disconnect for me comes in the realm of brain development. We know that socialization plays a big role in how these things are expressed, irrespective of baseline differences, and it explains many of the differences in what is considered typical male or female behavior within a given culture. I don't think you're satisfactorily demonstrating that these biological differences are important enough to be determinative.
I also have questions about boys who do not have these issues. Why is it that these boys do not have these issues? Is it possible that these boys were not simply "lucky" biologically in that the parts of their brains that are associated with quiet play or self-control developed more quickly than the norm, but that there was something different in their experiences or environment that caused these to develop more quickly? I have sort of a vested interest in asking this; my parents have long had the theory that my breaking my leg when I was two and a half, which subsequently left me in a body cast for over a month, was a big cause in giving me a head start. It meant that I was stuck one of those wheely-infant-thingies with the tray around the front. I had to spend my time being entertained by drawing, being read books, watching Sesame Street, making Play-Do animals, etc. My parents have long thought that this inadvertently gave me a head start going into preschool. Is it possible that this sort of experience actually caused these areas of my brain to develop more than they would have if I had had a different set of experiences and this was why reading and early school came very easily to me, especially compared to at least some of the other boys?
Needless to say I'm not suggesting we break boys' legs to keep them still; I just question whether it is possible that parents who actively attempt to socialize their boys in such a way that they learn to control some of their (natural) boisterousness won't be better served than parents who throw their hands up, say that it is natural that boys are this way, and then throw them into school and expect them to adjust immediately. I think that by placing so much emphasis on biological differences that exist, you actually serve to magnify their effect rather than minimize them.
In other cases, boys aren't engaged, literally -- the parts of boys' brains that are larger and more receptive to visuals and motion aren't being engaged when listening to a droning lecture or reading a wall of text. Hence, a boy isn't consciously and intentionally zoning out schoolwork because society taught him that's what boys do (although I'm sure such cases do exist). A naturally higher level of testosterone and pent-up energy also doesn't always transfer well to a classroom that demands a high level of sitting and passive listening; it becomes unbearable to be comply.
I'm also a bit confused about your portrayal of schools. Granted it has been about 19 years since I was in first grade, but as I recall we had many periods of loud, group activities, teachers reading aloud, gym class, regular recess, art classes, and so forth. While we did have to read, we never had to read walls of text or listen to droning lectures; our teachers were pretty interactive and "lessons" didn't last inordinately long.
Now granted, I went to a really good public school; our principal was principal of the year several times and we always had really good testing scores. It might be that my school experience was anomalous. In my experience, schools didn't become the droning nightmare you were portraying until around middle school, well after those early years.
Semi-related: the study and causes of transsexualism support gender not being a social construct, despite the well-intentioned efforts of gender studies to claim otherwise (hypermasculinity or macho behavior being an exception). Read the first response at the link below (I know, Yahoo Answers, yuck... but it's really good). The research in this field alone destroys the logic of "X: A Fabulous Child's Story." Humans are not born blank slates that, through idealistic thinking, can act and behave identically if we get rid of "gender stereotypes."
http://answers.yahoo.com/question/index?qid=20120101192217AAVwUs7
The bolded really isn't an accurate representation of the argument we're making. We aren't arguing for sameness; we're merely arguing that these differences can be exacerbated or ameliorated to some degree by environmental effects.
I wouldn't deny that education in the United States is generally shitty, but I don't think that it is particularly shitty towards boys except insofar as it is apparent incompatible with the way boys are expected and given license to play up until they have to go to school.