Breaking barriers: examining the behavioral factors behind boys’ academic underachievement in the United States

Purpose This study investigates the behavioral and attitudinal factors driving boys' academic underachievement in the United States. It examines how disruptive behaviors, unpreparedness, parental involvement, socioeconomic status, and school context interact to shape boys' academic outcomes, and explores how traditional gender norms contribute to disengagement. Design/methodology/approach Using data from the Education Longitudinal Study (ELS: 2002), a nationally representative dataset, the study employs quantitative methods, including regression models, to analyze key academic performance indicators, including GPA and dropout status. Findings Boys exhibiting disruptive behaviors and lower levels of preparedness consistently underperform academically. Parental involvement mitigates some effects, but socioeconomic disadvantages amplify disparities. Traditional masculinity norms, associating academic effort with femininity, promote disengagement and oppositional behaviors toward school, especially among boys in low-resource schools. Research limitations/implications The reliance on quantitative data and self-reported measures introduces biases and limits causal inferences. Future research should incorporate longitudinal and qualitative approaches to capture evolving trends and gain deeper insights. Practical implications Recommendations include gender-sensitive teacher training to reduce biases, mentorship programs to counter stereotypes, and targeted early interventions such as skill-building workshops. Addressing resource disparities in low-income schools is essential for fostering equity. Originality/value This study integrates behavioral and sociocultural dimensions, providing a framework to address systemic and cultural issues contributing to boys' underachievement. Its insights are adaptable across diverse educational contexts.