In 1972, the US passed a landmark piece of legislation. The new law was called Title IX, and it expanded economic and educational opportunities for women, especially in higher education. Back then, there was a 16-percentage-point gap in the awarding of college degrees in favor of men. Within a decade, women had caught up and then just blew right past the men.
1972年 アメリカで画期的な法律が 成立しました 通称「タイトル・ナイン」 女性の 雇用機会の拡大や 高等教育を促進する法律です その頃 大学の学位取得率は 16ポイント差で男性が優位でした でも10年足らずで女性が追いつき そして抜き去りました
Today, there's an 18-percentage-point gap in the awarding of college degrees. So there's a bigger gender gap today, in US higher education, than there was 50 years ago when Title IX was passed. It's just the other way around.
今日 男女の学位取得率には 18ポイントもの差があります アメリカの高等教育における 男女差はさらに拡大したのです 50年前にタイトル・ナインが 成立した時よりも ただし 男女が逆転した形で
I study inequality for a living, and for most of my career, I focused on the divides of class and race. But in recent years, I've just been noticing more and more gender gaps and not in the direction that I was expecting. Probably like most of you, I’m used to thinking about gender equality and the goal of gender equality as synonymous with the advancement of women and girls. But it's now clear that there are many boys and men who've fallen behind and that we have to be able to think about gender inequality in both directions. One thing that makes that hard is that the changes have been so quick, so rapid, that it's hard to update our beliefs to match the new facts. It's a bit like the needles on a compass swinging round. Suddenly north is south and south is north. It's really quite disorienting.
長らく 格差を研究する中で 階級や人種にばかり 注目していました ところが最近 男女差の拡大が 目につくようになりました しかも 予想とは逆の方向で 私もご多分にもれず 男女平等の意義は 女性や少女の地位向上と 同義と考えていました でも今 多くの男性が 落ちこぼれています つまり私たちは男女格差を 双方向で考える必要があるのです 難しいのは この変化があまりに速く 新たな現実に 頭が追いつかないことです コンパスの針が ぐるぐる迷走するみたいに いきなり北が南に 南が北になる 道に迷っている感じです
But it's clear that on some measures at least now men are lagging quite a way behind, not least on college campuses. And that reflects the fact that boys are trailing girls throughout the education system. Two thirds of the top academic performers in high school, measured by GPA, are girls. And two thirds of those at the bottom are boys.
明らかなのは 複数の面で いまや男性は女性に かなり遅れをとっている 学位はほんの一例です 男性は教育全般を通じて 女性に負け続けています 高校の成績優秀者の 上位2/3が 女子生徒です そして下位2/3が 男子生徒です
It's not just in the US. If we look at the 20 most economically advanced countries in the world, there's on average a 13-percentage-point gap in the share of young men and young women with a college degree, with young women much more likely to have a college degree. And in some nations, the gap is much bigger. In Norway, for example, there's almost a 20-point gap.
アメリカに限りません 世界の経済先進国 上位20か国を見てみましょう 男女の学位取得率の差は 平均して13パーセント 女性の方が学位取得の 比率が高いのです もっと大きな差が つく国も たとえばノルウェー ほぼ20ポイント差です
And just like in the US, these differences at the college level reflect what's happening earlier in the school system. It used to be that maybe boys were ahead in math and science, girls were ahead in reading and language in roughly equal measure. That's not true today. Internationally, at the age of 15, there's a five-point gap in favor of boys and math. There's essentially no gap in science, a slight gap in favor of girls actually in science. But boys are 30 points behind girls at the age of 15 in reading and language skills.
アメリカもそうですが 大学で現れる差は その前の学校制度で 起きていることの表れです 理系は男子 文系は女子が 同じくらい優位だと 言われましたが 今は違います 世界的に 15歳の時点で 数学は5ポイント差で男子 科学は ほぼ互角 わずかに女子が優勢です ところが読解・言語分野で 男子は 30ポイントの大差をつけられています
But not all boys and men are struggling in the same way. The intersection of gender with class and race really matters here. So boys from poorer households and middle-class households, much less likely to attend college than girls from the same background. But there's a much smaller gap at the top of the economic ladder. I think one of the reasons that elites can sometimes struggle to grasp what's going on with boys and men is that the gender gaps are just much less stark in affluent communities.
男子の間にも差はあります 大事なのはジェンダーと 階級と人種を複合的に見ること つまり貧困世帯や 中流階級出身の男子は 同じ状況の女子に比べて 大学進学率が低いのです でも富裕層においては その差はかなり小さい エリート層が 男子や男性の現状を 正しく認識できないのは 富裕層で あまり極端な差が 出ないからでしょう
And the gender gaps are even more stark for Black Americans. For every Black man getting a college degree, there are two Black women. So anybody who really cares about boys and men has to care about racial injustice and economic inequality. And anybody who really cares about racial injustice and economic inequality has to care about boys and men.
大きな差がみられるのが アフリカ系アメリカ人です 大学の学位取得率は 男性1人に対し女性2人 だから本当に男性のことを 思うのなら 人種間格差や経済格差も 考慮すべきです そして人種間格差や経済格差を 考えるならば 男性のことも考えるべきなのです
Now, the fact that the education system doesn't seem to be working very well for lots of boys and men is obviously not intentional. There wasn't a feminist conspiracy 100 years ago to say, "Well, it might take a century, but eventually we'll overtake them."
教育システムが 多くの男性に うまく適応していないことは もちろん意図的ではありません 100年前のフェミニストの 陰謀が実を結び 男性が追い抜かれたわけじゃない
(Laughter)
(笑)
Especially as it was men who mostly designed the school system. What’s happened is that as the artificial and sexist barriers that were placed in front of women and girls have been successively removed, so their natural advantages in the classroom have been revealed.
そもそも 今の教育システムを 作ったのは主に男性です じゃあ何が起きたのか? 女性の活躍を阻んでいたー さまざまなバリアが 徐々に 取り除かれて それで 女性が持つ 学習での優位性が現れたのです
Compared to girls, boys face two big structural disadvantages in education. First, their brains simply develop later. The skills of planning, organization and impulse control are associated with the prefrontal cortex, which develops in adolescence especially. But about a year later, on average, for boys than for girls. So there's a significant difference there in the timing of brain development. Social scientists refer to those skills, planning, organization, etcetera, as non-cognitive skills. I like to think of them as "chemistry homework" skills. You know, doing your chemistry homework requires a lot of steps. You have to be paying attention in class when the assignment is given. You have to make a note of it. You have to remember hours later that you're supposed to do it. You have to actually sit down and do it, instead of something more enticing instead. And remember, it's chemistry homework, so that's everything.
教育の面で 男性は 2つの構造的な弱点を持ちます まず第1に 脳が遅れて発達すること 計画性や 整理する力 衝動のコントロール これらは脳の前頭前野の機能で 主に思春期に発達します 平均して 男性の思春期は 女性よりも1年遅い つまり脳が発達するタイミングに 有意の差があるのです こうしたスキルは 社会科学で 非認知能力と呼ばれます 私はこれを “化学の宿題能力”だと考えます 化学の宿題には 多くの ステップがあるでしょう まず宿題が出される時 授業中に話をちゃんと聞いて ノートをとること そして何時間か経って 宿題を思い出すこと 実際に机に向かって 宿題をやること もっと他に魅力的なことが あったとしても これが化学の宿題です 全てが詰まってるでしょう?
(Laughter)
(笑)
Sorry, I know there are some chemists here, I'm sorry.
会場にいる化学者の方 ごめんなさい
And then turn it in. That's a lot of steps, right? That's a lot. Getting your homework done requires your impulse control to match what psychologists refer to as sensation seeking. Basically, that urge to go and do something more fun, more exciting. And even in the most difficult years of adolescence, which are also the crucial years for educational success, girls have a reasonable balance between impulse control and sensation seeking. But it's a very different story for adolescent boys. They have higher levels of sensation seeking. And with that less developed prefrontal cortex, they have significantly lower levels of impulse control. Again, on average. Now if you still don't believe me, go into any ninth or 10th grade classroom and ask all the students to open up their backpacks.
最後に 提出する たくさんのステップがある 本当にたくさんです 宿題をするには 衝動の コントロールが必要です 心理学でいう刺激欲求に 打ち勝つのです 刺激欲求は より楽しく 刺激的なものを求める衝動です そして思春期の 最も難しい時期 教育的な成功に大きく影響する 時期でもありますが 女性は衝動抑制と刺激欲求の バランスがとれています でも思春期の男子は 違います 彼らはより刺激欲求が強く 前頭前野の発達が未熟で 衝動を抑制する力が弱いのです あくまで平均ですが まだ信じられないなら 中1か中2の教室に 行ってみてください そして全員のカバンの中身を 見せてもらってください
(Laughter)
(笑)
Most, many, at least of the girls, will have pretty carefully organized, nicely labeled binders. And for many, if not most of the boys, it will resemble a small, controlled explosion.
女子のほとんどは 見事に ファイル分けされています そして男子はほとんどの場合 ちょっとした爆発現場の 光景です
(Laughter)
(笑)
It's not that girls are smarter than boys. There's no gender gap in intelligence levels in either direction. It is just that girls develop more of these non-cognitive skills, these "chemistry homework" skills, somewhat earlier than boys do. That's just a fact. But it is a fact that we ignore in education policy.
女子のほうが 優れているのではありません 知的能力に男女差はありません どちらの方向にもです ただ女性の方が 非認知能力 ”化学の宿題能力”の発達が 男性よりも早いのです 客観的事実です しかし教育政策では 無視されがちです
The second big structural problem that boys face in the classroom is the lack of male teachers. After falling for decades, the share of K-12 teachers who are male in the US is now just 23 percent. And falling. And the lack of male teachers matters for at least three reasons. First, for many children, [they] can be an important male role model, especially if they don't have one at home. And second, male teachers appear to be more sensitive to the specific challenges of boys in the classroom. I can vividly remember my own experience. I can actually still feel what it was like to sit for what felt like hours on end on an incredibly hard plastic chair, and that it was actually a male primary school teacher, Mr. Cole, who gave us more opportunities to move around, made the lessons a little bit more interactive. And the third reason male teachers may matter is there's some evidence that, especially in subjects like English, which is where the boys have fallen so far behind, having a male teacher seems to dispel the idea that reading and writing just aren't for me or for people like me. In a similar way to how having a female teacher has historically helped girls in STEM subjects. Right now, in too many of our schools, our boys feel like square pegs being forced into round holes. And too often our response is to try and fix the boys rather than fix the schools. The problems of boys are turned into problems with boys. If they struggle to sit still or pay attention or apply themselves to a task, they may be diagnosed with some kind of disability. Their problems are thus medicalized and often medicated.
男子が直面する2つ目の困難は 男性教師の不足です 就学から高校卒業までの男性教員は 数十年間 減少し続け 今では23% 今も減り続けています 男性教員の不足には 3つの問題があります まず 子供にとっての 男性ロールモデルの不在 男性のいない家なら なおさらです 次に 男性教員の方が 男子特有の問題に より敏感だということです 今でも はっきり覚えています 学校の硬い椅子に 座り続ける苦痛 授業が 何時間にも感じるのです コール先生という男の先生がいて それを 察したのか より活動的で 動き回れる 授業をしてくれました そして3つ目の理由 特に国語など 男子の成績が かなり悪い教科でも 男性教員が教えれば 苦手意識を克服できるのです ちょうど女性教員が 科学・技術・工学・数学で 女子生徒の成績を 向上させたように 今 あまりに多くの学校で 男子は 無理やりこのシステムに ねじ込まれている気がしています そして大人はほとんどの場合 学校ではなく その男子を変えようとします 男子をとりまく問題が 本人の問題にされているのです もし 座って授業を聞いたり 指示に従うのが難しい子がいれば 何かの障害があると みなされる そして医療の問題にされ 薬を与えられる
In the US today, 23 percent of school-age boys have been diagnosed with some form of developmental disability. Twice the rate for girls. ADHD, as you might expect, is the most common. But really, when one in four of our boys has a developmental disability, it seems clear to me that it is the system which is disabling rather than the boys who are disabled.
アメリカでは今日 学齢期の男子の23%が 何らかの発達障害と 診断されています 女子の倍です 最も一般的なのは ADHDでしょう でも本当に もし4人に1人の男子が 発達障害なら 原因はシステムにある としか思えません 男子ではなく
(Applause)
(拍手)
Now, there's a lot we can do to make the education system work better for boys. Let's start with those two big problems, of later brain development and lack of male teachers. So first, we should start boys in school a year later. And the idea there is to level the playing field, given those differences in the timing of brain development. And actually that's already quite common practice at private schools and in lots of affluent communities, but it's actually not the boys from rich families who will benefit the most from that extra year. It's the boys from lower-income, poorer neighborhoods and families who would most benefit from the gift of extra time for development. And that's why I think this should be a question of public policy.
男子によりあった教育制度に 見直すため できることはあります 最初に対処すべきは 遅れて発達する脳と 男性教員の不足です まず 男子の就学年齢を 1年遅らせる つまり脳の発達タイミングを考慮し レベルを揃えるのです これは実際 すでに私立校や 富裕層の間で すでに 行われています しかしこの1年の恩恵を もっとも受けるのは 富裕層ではないのです 収入が低く 貧しい地域の子ほど おまけの1年の 恩恵を受けられます だから公共政策の問題に すべきなのです
Second, we need to recruit hundreds of thousands more male teachers, especially in subjects like English, where the boys are struggling so much and which is the subject men are least likely to be teaching. And here I think we can draw some really good lessons from the successful movement to get more women and girls interested in STEM subjects. So that means setting clear targets, launching public campaigns and offering financial scholarships to men who want to enter teaching as a profession. Of course, those are changes that will take time. Those are long-term changes. And there are millions of boys and men who are struggling right now. And so if you're a parent or a teacher working with a boy or a young man who's in difficulty right now, my message to you is, first, be careful not to even inadvertently judge him against a female standard or blame him if he's struggling in a system that just might not be working very well for him. Recognize and respect the ways in which he's different. Don't say, "Why can't you be more like your sister?" Try not to even think that. It's very important that we don't treat our boys as if they were malfunctioning girls. And the second message to those people, cousins, parents, neighbors, friends, uncles, coaches, anybody working with a boy or a young man who is struggling right now, is simply, thank you. Thank you. They do need you.
第2に 何十万人の規模で 男性教員を増やす必要がある 特に男子が苦手な 国語などの科目で 男性教員が最も少ない 科目でもあります 教訓になったのが 理系科目に関心を持つ 女性や女子を増やした例です つまり 明確な目標を立て 社会運動を起こし 教員を目指す男性に 奨学金を出すのです もちろん 時間はかかります 変革は長期にわたります 男性の苦しみは 現在進行形です もしあなたが親や教師で 苦しむ少年や青年が身近にいるなら 私のメッセージはこうです 間違ってもその子を 女子の基準で評価しないこと 自分に合わないシステムと戦う その子を責めないこと 彼が他と違っていることを 認め 配慮すること 最悪なセリフは 「なぜ お姉ちゃんみたいに できないの?」 思うだけでもダメです 男の子を 出来損ないの女の子 のように扱わないでください そして2つ目のメッセージは 親戚や親 隣人 友人 おじ コーチなど様々な立場で 困難を抱える男の子と 向き合ってくれている方々に 感謝したいです あなたが必要です
Of course, doing more for boys and men doesn't mean doing any less for women and girls. That’s like saying to the parent of a son and daughter: "You're only allowed to care about one of them." And it's the kind of zero-sum thinking that is doing so much damage to our politics and to our culture. We can think two thoughts at once. We can do two things at once.
もちろん 男の子に 目をかけるぶん 女の子をおそろかに してはいけません それは 親に息子か娘の どちらかだけ 可愛がれと いうようなものです ゼロサム思考は政治や文化に 悪影響を与えます 2つの思考は並行できる 2つの行動は並行できる (拍手)
(Applause)
思考の並行と 行動の並行
Two thoughts at once, two things at once. That's why Norway, a country that's made huge investments, quite rightly for women and girls, but where boys and men have now fallen behind on many measures, has launched a commission for boys and men. I've talked about education today, but there are many other areas where many boys and men are struggling, including in mental health, including suicide risk. Loneliness and belonging, family life, employment. And I don't think we can afford to get this wrong. If there are real problems in a society, and responsible people don't acknowledge and address them, irresponsible people will exploit them. And that is already happening on this issue, both online and at the ballot box. We cannot leave a vacuum by neglecting this issue. The future cannot be female. Nor, of course, can the future be male. The future has to be for every single one of us, every boy and girl, we have to rise together. Thank you.
ノルウェーでは女性に対し 適切かつ巨額の支援をし 男性が大きく遅れをとると 男性のための組織を作った 教育に限らず 男性への支援が必要な 分野は多い メンタルヘルスや 自殺リスク 孤独と帰属意識 家庭生活 雇用 正しい対応が必要です 社会に問題が存在するとき 責任ある者がそれを 認識し対処しない場合 搾取が生まれます もうすでに起きています ネット上で 選挙で 見て見ぬふりは できません 未来は女性のものでも 男性のものでもない 全ての少年少女のために 立ち上がるのです ありがとうございました
(Applause)
(拍手)
(Applause ends)
Chris Anderson: Thank you, Richard. I've got a question for you. Come this way. So you gave great advice there for the system as a whole, for teachers, for parents. But suppose you're a 14-year-old boy listening to this talk. What would you say to him?
(司会)ありがとうございました 質問 いいですか こちらへどうぞ システム全体や教師 親への すばらしい提案でした このトークを聞いている 14歳の少年がいたら どう声をかけますか
Richard Reeves: Huh. Well, the first thing I’d say is that if you are struggling at school or in some aspects of your life, that's almost certainly not just your fault. It may be that the system is just not working for you. The second thing I would say is ... We see you. We've got you. We understand, we've got your back. And the third thing I would say is, don't follow the people who say that the reason you're struggling is because women are flourishing. Or because of feminism. Or because of changes in society. That we somehow have to, in order to lift boys up, we have to somehow push women and girls back down again. Don't fall for that. Understand that we get that you're struggling, but don't turn this into zero-sum. Don't turn to some of the darker corners of the internet where unfortunately, that is the message many of our boys are getting. But the first part that's really important, that whole conversation that we had about belonging, the wonderful difference in belonging, if our boys don't feel that they belong, that we've got them, that we see them, they're going to be much more vulnerable to those voices. So don't listen to those voices, but we need them to listen to us instead.
そうですね もし 君が学校や いろんな面で 困難を感じているなら それは君のせいじゃないってこと システムが合ってないだけなんだと もうひとつ 言いたいことは 君を見てるよ わかってるよ 理解してるよ 私達が 守るよってこと そして3つ目は 君の困難が女性のせいだと 言う人間を信じるな フェミニズムや 社会の変化のせいにして 男性が浮上するために 女性を蹴落とそうとする人間を 騙されるな 君の苦しみはわかる でも 足を引っ張るな ネットにはびこる 闇に背を向けろ たとえ目に入っても 大事なのは さっきも話した 帰属意識です 居場所がないと 感じる少年たちは 悪意ある言葉に 影響されやすい それを防ぐために 働きかけるのです (司会)ありがとうございました
CA: Thank you so much.
(拍手)
(Applause)