Michael:
You provide some very interesting and viable practices for male, perhaps even female participation, in some regards. Certainly, addressing the needs and preferences of the learner should, ideally, be core drivers for participation. For instance, some researchers posit that women are motivated to participate in GED/literacy classes because they want to be better equipped to assist their children and meet their responsibilities as leaders/co-leaders of their households. Social connection, skill and goal attainment are also essential factors for adult learners.

I wonder to what degree, if any, does the instructor's gender impact participation? This is not withstanding, of course, other necessary critical qualities for any practitioner. 

Daphne:
I wonder to what extent do boys fail as a result of attitude and behavior vs. aptitude? More importantly, how are these potential barriers (that maybe perpetuated by institutions)addressed beyond and aside from, grade repeats? How does race impact these statistics?

Angela Smith