Seeing that they can't alter the hard facts, feminists go for the untangibles: the low self-esteem and educational disadvantages of girls, which gave rise to a decade of feminist rhetoric and activism to promote the cause of girls in schools. The federal "Educational Equity Act" was a consequence of this, as the "Violence Against Women Act" was the result of the overheated rhetoric and overblown statistics about women's physical safety. The truth, however, is that boys, not girls, display now signs of educational and social disadvantage, and the cause of this turns out to be a combination of feminist reeducation programs and general "progressive" educational theory.
In schools, therapeutic practices have supplanted moral education. Those who pressed for discarding the old moral education did so in the name of freedom, for they sincerely believed that moral education "indoctrinated" the children and "imposed" teachers' values on them, something the schools had no right to do. In fact, "therapism" that took its place is far more invasive of the child's privacy and more insidious on the child's autonomy than the old morality that was once the norm.
The feminist educational project is openly one of indoctrination and imposition, in which the wishes of the subjects, whether boys or girls, are seen as irrelevant or even dangerous. Privacy is invaded because the radical feminist totalitarian project allows no privacy by its very nature. There is an incongruity between feminism and "progressive" education, a contradiction between the principle that children should be allowed to grow and develop naturally, determined by their own autonomous impulses, and the principle that nothing about human society or personality is natural at all and that "social conditioning" is responsible for all forms of behaviour. The valorization of autonomy is contradicted by the extreme directiveness of the feminist approach. These approaches, as they pursue their contradictory purposes, contribute to the problems that boys have to face today.