Thoughts on "The End of Men"

In her essay "The End of Men," Hanna Rosin suggests that in order to make up for male deficits in academia, "a movement is growing for more all-boys schools and classes, and for respecting the individual learning styles of boys.  Some people think that boys should be able to walk around in class, or take more time on tests, or have tests and books that cater to their interests" (Rosin 11).  As a classroom teacher, I recognize the importance of making accommodations to methods of instruction and assessment so that all students have an opportunity to succeed.  And in fact, in my ideal world, students would work one-on-one with a teacher to enable the student to dictate and determine the style and content of the curriculum.  On the one hand, it is especially important for all students, regardless of gender, to have this opportunity to succeed. On the other hand, what type of message do we send to young women and girls if only their male counterparts have access to these increasingly tailor-made and dynamic styles of learning?  And what would a teacher of girls do if she had a student in her class who demonstrated stereotypically male behavior patterns?  Would the same accommodations be made available to this young woman?  Or what about the young men who possess "the self-control, focus, and verbal aptitude that seem to come more easily to young girls" (11)?  Like we discussed in class, while Rosin makes some relevant and compelling points in her essay, much of her argument rests on generalizations.  While there is no doubt a pressing need to adjust the structure of our existing system of education to better meet the needs of today's students, I do not think these adjustments should be based on gender alone.