I didn’t know what to say.
I’d just finished speaking to a parents’ group in Calgary, Alberta, in March 2004. The talk—about the subtleties of difference between how girls and boys learn, how they play, and how they are motivated—had gone well. I began doing these talks for parents’ groups, and for schools, in 2001. By March 2004 I was pretty comfortable with the format.
The presentation is the easy part. The questions afterward are more difficult.
“Dr. Sax, my son Billy1
is very bright,” one father said. “We’ve had him tested, twice, and both times his overall IQ has been in the 130 range. But he just has no motivation to learn.”
“What do you mean?” I asked.
“I mean that he doesn’t do his homework and he won’t study for tests. ...