They do no such thing. Here's the APA guidelines on education:
GUIDELINE 6
Psychologists strive to support
educational efforts that are
responsive to the needs of boys and
men.
Rationale
The provision of a high-quality education
characterized by a safe and supportive
learning environment, a challenging curriculum, and systematic career education
and counseling enhances the intellectual, emotional, and social development of
individuals and helps them to prepare for
their future roles in the community and
workforce (Foxx, Baker, & Gerler, 2017).
Boys who take advantage of educational opportunities are more likely to find
employment and earn higher salaries than
their peers who drop out of school (Bureau
of Labor Statistics, 2008); however, there
are data to suggest that a disproportionate number of boys are underperforming academically (Kena et al., 2014), and
although certain college majors continue
to be male dominated, men in general are
falling behind their female peers in higher
education (Kena et al., 2014). These problems appear to be particularly salient for
African American and Latino boys (Fergus,
Noguera, & Martin, 2014) and men (Kena
et al, 2014). Boys also face greater odds
of being diagnosed with a developmental disability (Boyle et al., 2011) that can
impair academic functioning and/or result
in placement in special education classes. Moreover, it is well documented that
boys of color are disproportionately punished more severely for similar behavioral issues compared to their White peers
(Skiba, Michael, Nardo, & Peterson, 2002),
and such practices are linked to more serious legal problems later in life for men of
color (Rios, 2011). Thus, helping boys to
overcome school-related challenges (e.g.,
structural, learning, educational, social,
etc.) is crucial because young men experiencing these problems are at risk of dropping out of school, earning less income,
changing jobs more often, and suffering
longer periods of unemployment than
males who complete high school and college (United States Department of Labor
Statistics, 2018). These types of labor-related difficulties are commonly a source of
significant stress (Kiselica et al., 2008).
Addressing the school-related problems of boys is also important, because
many of the problems posed by boys in
schools (e.g., classroom disruption, poor
organization, sexual harassment, bullying,
discourtesy) have a detrimental impact
on the academic and social experiences of other students (Juvonen, Wang, &
Espinoza, 2011; Lacey & Cornell, 2013).
There is also a clear link between school
failure and various other social problems,
including antisocial behavior, drug abuse,
high-risk sexual behavior, and premature
fatherhood, all of which place tremendous
social and economic burdens on society
(Bradford & Noble, 2000).
Moreover, aspects of masculinity ideology may contribute to the school-related
problems of boys (O’Neil & Luján, 2009).
Dysfunctional boy codes for behavior, such
as the belief that being studious is undesirable, suppress academic striving among
some boys (A.J. Franklin, 2004; Wilson,
2006). Constricted notions of masculinity
emphasizing aggression, homophobia, and
misogyny may influence boys to direct a
great deal of their energy into disruptive
behaviors such as bullying, homosexual
taunting, and sexual harassment rather
than healthy academic and extracurricular
activities (Steinfeldt, Vaughan, LaFollette,
& Steinfeldt, 2012).
Application
Psychologists strive to raise awareness
about the special academic, communication, and school-adjustment problems of
boys among teachers, educational support
staff, school administrators, parents, and
policy makers. Boys are more likely to be
diagnosed with ADHD (Arnett, Pennington,
Willcutt, DeFries, & Olson, 2015; Willicutt,
2012), likely because the presentation is
associated with problematic externalizing behaviors (e.g., classroom disruption).
Girls with ADHD often have more attentional issues than hyperactivity issues,
which are not as noticeable (Ruckledge,
2010). Thus, psychologists can be mindful
of the existing diagnostic criteria for ADHD
and not let the client’s gender influence
the diagnosis (Bruchmüller et al., 2012).
Because many school-related difficulties
for boys emerge at an early age, psychologists can initiate changes in practices that
will enhance the early school adjustment
of boys who are struggling academically,
such as remedial reading instruction, training behavioral inhibition, and providing verbal experience (Eliot, 2009). Psychologists
are also encouraged to engage boys in
strength-based experiential groups to
promote friendships and support among
boys while helping them critically examine dysfunctional boy codes and restrictive notions of masculinity (Mortola et al.,
2007).
Psychologists strive to assist school
officials with the development of anti-bullying policies and implementation of
anti-bullying campaigns (Orpinas & Horne,
2010). Children with disabilities—sensory,
cognitive, and physical disabilities—are
disproportionately impacted by bullying
(Simpson, Rose, & Ellis, 2016), with some
evidence suggesting that boys engage in
higher rates of cyberbullying (Heiman &
Olenik-Shemesh, 2015). Further, because
sexual harassment and bullying of sexual
minority youth is an especially common
problem exhibited by boys in schools, it is
recommended that school policies contain
specific language addressing bullying associated with sexism, racism, and homophobia (Kiselica et al., 2008). Psychologists
are encouraged to develop strategies to
assist both perpetrators and victims of bullying, helping perpetrators to be accountable for their behavior, as well as to distinguish between healthy and unhealthy uses
of power and understand how their misuse
of power hurts others; and helping victims
recover from trauma and engage in risk
reduction (Reese, Horne, Bell, & Wingfield,
2008; Wilson, 2006). Psychologists are
thus encouraged to assist in the development of positive school climates (Olweus
& Limber, 2010; Orpinas & Horne, 2010);
this can be accomplished through modeling nonrestrictive masculinity behaviors,
awareness of appropriate limit setting, and
affirming and encouraging positive behaviors (Wilson, 2006; Kiselica et al., 2008).
Psychologists also strive to promote
the career development and workforce
readiness of boys and men. Ideally, developmental career counseling and education
begins with boys at the grade school level
and continues into the high school years
with services designed to assist young
men to choose a career and make the transition into the workforce or higher education (Foxx et al., 2017). A particular focus
of career education with boys includes
encouraging them to explore the full range
of career options, not just those that men
have traditionally pursued. In addition,
psychologists strive to address the difficult
barriers and the culture-specific issues
impeding the educational and career
development of racial and ethnic minority,
immigrant, boys with cognitive disabilities,
and low-income boys by creating partnerships with schools, health care facilities,
social service agencies, and businesses
to provide them with mentors to guide
and inspire educational striving, skills to
cope with stressful life circumstances, and
incentives to succeed in school, go on to
college, and enter the workforce (Kiselica
et al., 2008). For example, gender diverse
people are 3 times as likely as cisgender
people to be unemployed (S.E. James et al.,
2016)
They do not once address teh systemic discrimination visited on boys by disproportionately female teachers - who mark them down because they are male. Punish them more for the same behaviors because they are male. Disproportionately involve law enforcement because they are male.
The only nod they give to this is with black boys, who they compare to their "white peers" (implication white male peers). They never once talk about the systemic discrimination faced by boys visited upon them by the teachers and administrators throughout their school life as compared to their female peers.