Ode to a Normal Boy's Life

Males are being asked to adjust to a new worldview. Working wives and mothers expect them to help with cooking and childcare, not just take out the garbage. Athletes still have to hide their sexual preferences in locker rooms and frat houses. And, as Marvel comic hero, Luke Cage, observed, young black men have guns and no fathers.

     After Keanon Lowe, the football and track coach at Portland's Parkrose High School, wrestled a legally-purchased shotgun out of a male student's hand and hugged him, TIME magazine (Dec. 23-30, 2019) recognized Mr. Lowe as one of 2019's heroes. Lowe told the 19-year-old who he hugged that he cared about him. "You do?" he responded.  Prosecutors learned the shotgun had only one round. It had failed to fire, when the young man attempted to commit suicide outside a bathroom. Mental health treatment was part of his three-year sentence to probation.

     A boy's surprise that someone cared for him and the term, "toxic masculinity," suggest a need to nurture males differently. Between the ages of four and six, research finds boys begin to match their behavior to the expectations of others who tell them not to cry, show fear, or make mistakes. When they develop a strong bond with someone, that relationship has a major influence on how they see themselves. Boys are close observers of the way teachers relate to them, for example. Instead of positive encouragement, if boys have trouble with a subject, negative reactions undercut their confidence. To avoid the vulnerability of looking stupid and to maintain the sense of male superiority someone close to him expects, boys probably act out and get suspended.

     Maybe female students are more willing to try to resolve conflicts with women teachers, but it seems boys are naturally inclined not to try. Faced with a problem involving a teacher, parent, police officer, or other authority figure, boys have a natural tendency to quit and run away. Adults need to listen to boys, understand their problems, and brain storm ways to cope. My mother loved teenagers. When she taught remedial math to high school students in Chicago, she used to come home and tell us how she had found out about the strange, incorrect ways her students had decided to add a column of numbers. She also allowed no laughing at others in her classes.

     Boys looking for good relationships and listeners are susceptible to the approaches of predatory priests, coaches, boy scout leaders, and girl friends. When these relationships betray them, even making them victims of sexual abuse, the results are as devastating to boys who opened themselves to those they trusted as is the effect of a total lack of relationships on other boys . Such boys conclude no one cares about them. They might as well use a gun to show they don't care about anyone, including themselves.

     Equally troubling is the tendency the educational system has of assuming poverty, broken homes, and other traumas justify grouping all boys with such backgrounds in remedial classes rather than making an effort to separate out those who are gifted, nurtured in stable homes, or blessed with the genes and spiritual fortitude to overcome a less than perfect upbringing.

     What it comes down to is: boys want a relationship with someone who wants them to be themselves.

   

     

Don't Only Think Outside the Box, Put More in the Box

Richard Thaler, who just won the Nobel Prize for economics, created behavioral economics. He combined what is known about human behavior from psychological analysis with economic theory. Before making economic policies, he urged policy makers to consider how humans are influenced by their cultures, lack complete self-control, and act on less than pure economic considerations. Policy makers around the world have been influenced by his book, Nudge, which emphasizes how humans are more likely to respond to gentle persuasion rather than compulsory measures.

     In many respects, diversification or the combination of fields is nothing new. It's done with stock portfolios and by actors who sing and dance to increase their career options. I remember reading how the structure of trees helped an architect design skyscrapers. If you look at a Jaguar automobile, you can see the jaguar animal inspired its design. There's music in elevators and serious films.  In science, the fields of biology and chemistry are merging. Technology puts LED lights in kids shoes and in women's evening gowns.

     The more information we can draw on, be it from the arts, sciences, economics, military history, or religion, the better prepared we will be to face the challenges of a very challenging future. Thaler makes you wonder what  sort of gentle persuasion, i.e. a nudge, would be better than sanctions to stop the military build-up in North Korea or a spanking from preventing a child from throwing another tantrum.

      Maybe we should be creating prompts to foster combinations. What combinations might foster learning, new products, people-sensitive policies?

Education for All or One?

Is it possible to reconcile the two approaches to education that are at odds these days?

     On the one hand, there is an emphasis on using standardized tests to evaluate students, teachers, and schools. Even writing assignments require a student to follow a standardized five paragraph format that begins with a thesis followed by three paragraphs presenting arguments to justify the thesis and a conclusion.

    The other approach to education recognizes everyone's need for decent housing, health care, food, clean water, a certain amount of sleep (See the blog post, "Sleep Deprived Test Scores."), and, yes, education. But this approach also sees individuals with different abilities and argues that setting the same goals for every student is a waste of time, money, and energy. It unfairly blames students for not working hard enough and/or not wanting success badly enough. Yong Zhao, a professor of education at the University of Oregon, also observes that what is not measured, such as creativity, sports ability, and music, unfortunately becomes unimportant.

     Researchers David Z. Hambrick, Fernanda Ferreira, and John M. Henderson point to skilled Olympic sprinters who were faster than competitors even before they were trained. They found the popular idea of a certain amount of deliberate practice only explained 26% of the variation in the skill of expert chess players and novices; 21% of variation in musical skill, and 18% of the variation in skill in sports. Genes could explain up to half the variations between experts and less skilled performers. Innate talent makes a big difference.

     In response to these differences, some have suggested engaging students in more project-based opportunities, where they can put their individual interests and talents to work creating products and services that satisfy particular needs. Through interactions with other cultures, students also can broaden their interests and discover they are good at foreign languages or new styles of painting, music, or dance (See the blog post, "Introduce Disadvantaged Kids to the World.")

     Recognizing the different abilities of students leads to the idea of evaluating students differently in ways that do not involve standardized tests. Software might be used to: 1) monitor day-to-day answers students give in math and reading assessments and in video games that test higher order thinking, 2) provide feedback, and 3) allow students to make corrections and proceed at their own paces.

     Findings that social and emotional qualities account for at least half of a student's long-term chances of success also suggest the value of learning to interact with each other during periods of undirected free play (See the earlier blog post, "Learning Can Be Fun,") and using something like the Gallup student poll to help each student understand how important his or her maturity is.

     Finally, standardized tests given on a few days during a student's education are no substitute for portfolios that look at multiple factors, such as a student's projects, group presentations, teacher-created assessments, and technology proficiency. Nor can an occasional standardized test measure the graduation rates, demographic information, and future student employment that indicate how well a school is accommodating various student abilities.