Several years ago, one of my master’s degree students wrote a study (unpublished) based on a sample of 4000 U.S. Waldorf school students in grades 1 through 8 and found that there were 8% fewer boys than girls in Waldorf schools. These results are independent of the gender of the teacher (we had theorized that male teachers might attract or retain more male students) and independent of the grade. That is, first grades are “missing” boys just as often as the higher grades. (We had theorized that boys and girls might enter in equal numbers, but that boys would leave over the years for one reason or another.)
Following this work, another student (also unpublished) surveyed Waldorf school parents. Parent attitudes largely determine school choice, and, perhaps, mothers choose Waldorf schools for their children. Fathers are then more likely to intercede and insist that their sons attend another school, one with a more competitive sports program or an apparently beefier math and science program. The study, not conclusive, suggested that this was the case. Anecdotally, that has been true of several families at the school in which I teach.
A further study might investigate what aspects of Waldorf education are perceived as more appropriate for girls than for boys.
Regardless, Waldorf schools—individually and jointly in teachers’ conferences—would do well to keep an eye on the breakdown of their enrollments between boys and girls, and attempt to address imbalances through study, research, experimentation, and hard work. Eight per cent is two students in a class of 25; what school can afford to overlook such an enrollment boost?
(My own small Waldorf high school currently enrolls 16 boys and 15 girls, but we continue actively to address the questions I raise above.)
