Toxic Feminism: Why Men Are Falling Behind in Schools

Toxic Feminism: Why Men Are Falling Behind in Schools, by Philip Salzman.

North American universities have been taken over by women. Men are decreasingly university students, professors, and administrators. “Gender equality,” a feminist war chant, apparently does not apply when females dominate.

Female dominance in higher education is in fact quite new. For centuries, males were the majority, and many institutions were exclusively male. According to The Atlantic, “Where men once went to college in proportions far higher than women — 58 percent to 42 percent as recently as the 1970s — the ratio has now almost exactly reversed.” …

According to the middle school head Maloney, “There’s a lot of attention on empowering girls. I’m not saying there’s anything wrong with that, but males are the ones in crisis in education.”…

Unfortunately, at the same time, we have vilified boys (and men) and increasingly blocked their development. Feminists have championed females, and seen males as negative, when not evil….

It is probably not an exaggeration to say that girls are more docile and obedient than boys, who are more raucous and active. Is the standard of a good student in schools designed to favor girls? Is the only “good male student” the one who acts like a girl?

We know that feminists oppose addressing problems of boys in schools. “Britain’s education system is failing to tackle the “astonishing” underperformance of boys as feminists have made the topic ‘taboo,’ the former head of the university admissions service has warned. …

On campuses, feminists oppose men’s groups and men’s services. …

The shift from male to female dominance in education, which correlates with the modern feminist movement, is not only demographic but also ideological. Feminists have not only advocated benefitting females but have also actively worked to disadvantage males, as the examples above illustrate.

Men are deemed unruly, dangerous, and “toxic” by feminists, who feel “unsafe” around males. The loss of interest in education by males in the West is at least in part due to being discouraged and demeaned by feminist teachers and administrators. Designing education to engage both boys and girls is not seen by feminists as desirable. Thus, given the feminist disregard of the rights and interests of the “other” male half of the population, it is clear that it is feminism that is “toxic.”